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girls</title> <meta name="description" content="Search results for: Iranian girls"> <meta name="keywords" content="Iranian girls"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Iranian girls"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 176</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Iranian girls</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">176</span> Stages of Changes for Physical Activity among Iranian Adolescent Girls</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ashraf%20Pirasteh">Ashraf Pirasteh</a>, <a href="https://publications.waset.org/search?q=Alireza%20Hidarnia"> Alireza Hidarnia</a>, <a href="https://publications.waset.org/search?q=Ali%20Asghari"> Ali Asghari</a>, <a href="https://publications.waset.org/search?q=Soghrate%20Faghihzadeh"> Soghrate Faghihzadeh</a>, <a href="https://publications.waset.org/search?q=Fazlollah%20Ghofranipour"> Fazlollah Ghofranipour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Regular physical activity contributes positively to physical and psychological health. In the present study, the stages of change of physical activity and the total physical Aims: The aim of this study was to investigate the proportion of adolescent girls in each stages of change and the causative factors associated with physical activity such as the related social support and self efficacy in a sample of the high school students. Methods: In this study, Social Cognitive Theory (SCT) and the Transtheorical Model (TTM) guided instrument development. The data regarding the demographics, psychosocial determinants of physical activity, stage of change and physical activity was gathered by questionnaires. Several measures of psychosocial determinants of physical activity were translated from English into Persian using the back-translation technique. These translated measures were administered to 512 ninth and tenth-grade Iranian high school students for factor analysis. Results: The distribution of the stage of change for physical activity was as follow: 18/5% in precontemplation, 23.4% in contemplation, 38.2% in preparation, 4.6% in action and 15.3% in maintenance. They were in 80.1% pre-adoption stages (precontemplation stage, contemplation stage and preparation stage) and 19.9% post-adoption stages (action stage and maintenance stage) of physical activity. There was a significant relate between age and physical activity in adolescent girls (age-related decline of physical activity) p<0001. Conclusion: The findings of the present study can contribute to improve health behaviors and for administration of health promotion programs in the adolescent populations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adolescent" title="Adolescent">Adolescent</a>, <a href="https://publications.waset.org/search?q=Iranian%20girls" title=" Iranian girls"> Iranian girls</a>, <a href="https://publications.waset.org/search?q=Physical%20activity" title=" Physical activity"> Physical activity</a>, <a href="https://publications.waset.org/search?q=Stages%20of%0Achange" title=" Stages of change"> Stages of change</a> </p> <a href="https://publications.waset.org/8799/stages-of-changes-for-physical-activity-among-iranian-adolescent-girls" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8799/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8799/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8799/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8799/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8799/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8799/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8799/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8799/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8799/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8799/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8799.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1979</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">175</span> The Indo-European and Old Iranian Fire and Its Relations with the Lur Fire</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Behzad%20Moeini%20Sam">Behzad Moeini Sam</a>, <a href="https://publications.waset.org/search?q=Sara%20Mohammadi%20Avandi"> Sara Mohammadi Avandi</a>, <a href="https://publications.waset.org/search?q=Afroz%20Kianpor"> Afroz Kianpor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The rituals of fire among the Iranians originate in the general Proto-Indo-European and Indo-Iranian eras when they lived in regions known as the Pontic-Caspian (Indo-Europeans) and Kazakhstan (the Andronovo culture belonging to the Indo-Iranian tribes), and we can get to know about their vulgar heritage despite their separation from each other during several millennia. The early Aryan settlers of Iran had brought their cults to their new home and were bequeathed to them by their Indo-Iranian ancestors. Tradition speaks of several great sacred Iranian fires consecrated by the pre-Zoroastrian kings. Ātar or fire is comparable to the Vedic Agni Atar's functions and elaborately are delineated in the Later Avesta. This paper aims to show the fire cults among the Iranian Lur tribes who originate in the past. Therefore, it will be searched for rituals equally in Indo-European and Indo-Iranian Periods and Old Iranian Texts and their frequency among the Lur tribes. In addition to the library books, we tried to interview the chiefs of Lur tribes. Finally, we concluded that the fire among the Lur Tribes is a sequence of beliefs of the Proto-Indo-European and Indo-Iranian Periods reflected in Old and Middle Iranian texts.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Indo-European" title="Indo-European">Indo-European</a>, <a href="https://publications.waset.org/search?q=Ancient%20Iran" title=" Ancient Iran"> Ancient Iran</a>, <a href="https://publications.waset.org/search?q=Fire" title=" Fire"> Fire</a>, <a href="https://publications.waset.org/search?q=Lur" title=" Lur"> Lur</a>, <a href="https://publications.waset.org/search?q=Zoroastrian." title=" Zoroastrian."> Zoroastrian.</a> </p> <a href="https://publications.waset.org/10013123/the-indo-european-and-old-iranian-fire-and-its-relations-with-the-lur-fire" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013123/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013123/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013123/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013123/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013123/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013123/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013123/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013123/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013123/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013123/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013123.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">301</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">174</span> Modelling Peer Group Dieting Behaviour</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20J.%20Cunha">M. J. Cunha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to understand how peers can influence adolescent girls- dieting behaviour and their body image. Departing from imitation and social learning theories, we study whether adolescent girls tend to model their peer group dieting behaviours, thus influencing their body image construction. Our study was conducted through an enquiry applied to a cluster sample of 466 adolescent high school girls in Lisbon city public schools. Our main findings point to an association between girls- and peers- dieting behaviours, thus reinforcing the modelling hypothesis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Modelling" title="Modelling">Modelling</a>, <a href="https://publications.waset.org/search?q=Diet" title=" Diet"> Diet</a>, <a href="https://publications.waset.org/search?q=Body%20image" title=" Body image"> Body image</a>, <a href="https://publications.waset.org/search?q=Adolescent%20girls" title=" Adolescent girls"> Adolescent girls</a>, <a href="https://publications.waset.org/search?q=Peer%0Agroup." title=" Peer group."> Peer group.</a> </p> <a href="https://publications.waset.org/12736/modelling-peer-group-dieting-behaviour" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12736/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12736/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12736/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12736/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12736/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12736/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12736/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12736/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12736/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12736/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12736.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1776</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">173</span> Gender, Tutoring and Track in Egyptian Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Eman%20Sh.%20Sayed">Eman Sh. Sayed</a>, <a href="https://publications.waset.org/search?q=Ray%20Langsten"> Ray Langsten</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In Egypt, girls have traditionally been educationally disadvantaged. This disadvantage, however, has been focused on the failure to enter school. Increasingly it is recognized that girls who ever-enroll are at least as likely to complete primary and secondary education as boys. Still the belief persists that girls, especially those from poor families, will be disadvantaged in terms of school expenditures and the transitions to secondary and higher education. We examine expenditures on tutoring during the final year of preparatory school, and the transition to specific tracks of secondary education. Tests during the last year of preparatory largely determine a student’s educational future. Results show that girls, even girls from poor families, are not disadvantaged in terms of expenditures, whether for tutoring, fees or general expenses. Moreover, girls are more likely than boys to advance to general secondary education, the track that leads to higher education.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Gender" title="Gender">Gender</a>, <a href="https://publications.waset.org/search?q=Tutoring" title=" Tutoring"> Tutoring</a>, <a href="https://publications.waset.org/search?q=Track" title=" Track"> Track</a>, <a href="https://publications.waset.org/search?q=Egyptian%20Education." title=" Egyptian Education."> Egyptian Education.</a> </p> <a href="https://publications.waset.org/9999498/gender-tutoring-and-track-in-egyptian-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999498/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999498/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999498/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999498/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999498/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999498/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999498/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999498/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999498/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999498/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999498.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1887</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">172</span> Perception and Implementation of Machine Translation Applications by the Iranian English Translators</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Abdul%20Amir%20Hazbavi">Abdul Amir Hazbavi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The present study is an attempt to provide a relatively comprehensive preview of the Iranian English translators’ perception on Machine Translation. Furthermore, the study tries to shed light on the status of implementation of Machine Translation among the Iranian English Translators. To reach the aforementioned objectives, the Localization Industry Standards Association’s questioner for measuring perceptions with regard to the adoption of a technology innovation was adapted and used to investigate the perception and implementation of Machine Translation applications by the Iranian English language translators. The participants of the study were 224 last-year undergraduate Iranian students of English translation at 10 universities across the country. The study revealed a very low level of adoption and a very high level of willingness to get familiar with and learn about Machine Translation, as well as a positive perception of and attitude toward Machine Translation by the Iranian English translators.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Translation%20Technology" title="Translation Technology">Translation Technology</a>, <a href="https://publications.waset.org/search?q=Machine%20Translation" title=" Machine Translation"> Machine Translation</a>, <a href="https://publications.waset.org/search?q=Perception%20and%20Implementation." title=" Perception and Implementation."> Perception and Implementation.</a> </p> <a href="https://publications.waset.org/10000946/perception-and-implementation-of-machine-translation-applications-by-the-iranian-english-translators" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000946/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000946/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000946/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000946/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000946/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000946/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000946/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000946/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000946/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000946/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000946.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2285</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">171</span> The Experiences of South-African High-School Girls in a Fab Lab Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nomusa%20Dlodlo">Nomusa Dlodlo</a>, <a href="https://publications.waset.org/search?q=Ronald%20Noel%20Beyers"> Ronald Noel Beyers</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports on an effort to address the issue of inequality in girls- and women-s access to science, engineering and technology (SET) education and careers through raising awareness on SET among secondary school girls in South Africa. Girls participated in hands-on high-tech rapid prototyping environment of a fabrication laboratory that was aimed at stimulating creativity and innovation as part of a Fab Kids initiative. The Fab Kids intervention is about creating a SET pipeline as part of the Young Engineers and Scientists of Africa Initiative.The methodology was based on a real world situation and a hands-on approach. In the process, participants acquired a number of skills including computer-aided design, research skills, communication skills, teamwork skills, technical drawing skills, writing skills and problem-solving skills. Exposure to technology enhanced the girls- confidence in being able to handle technology-related tasks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Girls" title="Girls">Girls</a>, <a href="https://publications.waset.org/search?q=design%20engineering" title=" design engineering"> design engineering</a>, <a href="https://publications.waset.org/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/search?q=women." title=" women."> women.</a> </p> <a href="https://publications.waset.org/10124/the-experiences-of-south-african-high-school-girls-in-a-fab-lab-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10124/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10124/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10124/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10124/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10124/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10124/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10124/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10124/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10124/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10124/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10124.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2538</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">170</span> Are Adolescent Girls More Depressive than Adolescent Boys in Turkey?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hatice%20Odac%C4%B1">Hatice Odacı</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Depression is a serious mental health problem that affects people of all ages, including children and adolescents. Studies showed that female gender is one of the risk factors may influence the development of depression in adolescents. However, some of the studies from Turkey suggested that gender does not lead to any significant difference in the youth depression level. Therefore, the presented study investigated whether girls differ from boys in respect of depression. The association between genders and test scores for the adolescents in a population of primary and secondary school students was also evaluated. The study was consisting of 254 adolescents (122 boys and 132 girls) with a mean age of 13.86±1.43 (Mean±SD) ranging from 12-16 years. Psychological assessment was performed using Children-s Depression Inventory (CDI). Chi-square and Student-s t-test statistics were employed to analyze the data. The mean of the CDI scores of the girls were higher than boys- CDI scores (t = -4.580, p = 0.001). Higher ratio appeared for the girls when they compared with boy group-s depression levels using a CDI cut-off point of 19 (p = 0.001, Odds Ratio = 2,603). The findings of the present study suggested that adolescent girls have high level of depression than adolescent boys aged between 12-16 years in Turkey. Although some studies reported that there is no any differences depression level between adolescent boys and girls in Turkey, result of the present study showed that adolescent girls have high level of depression than adolescent boys in Turkey. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Depression" title="Depression">Depression</a>, <a href="https://publications.waset.org/search?q=Adolescent" title=" Adolescent"> Adolescent</a>, <a href="https://publications.waset.org/search?q=Turkey" title=" Turkey"> Turkey</a>, <a href="https://publications.waset.org/search?q=Female%20Gender" title=" Female Gender"> Female Gender</a>, <a href="https://publications.waset.org/search?q=Male%20Gender." title="Male Gender.">Male Gender.</a> </p> <a href="https://publications.waset.org/15225/are-adolescent-girls-more-depressive-than-adolescent-boys-in-turkey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15225/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15225/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15225/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15225/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15225/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15225/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15225/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15225/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15225/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15225/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15225.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1937</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">169</span> Investigating the Effectiveness of Iranian Architecture on Sustainable Space Creation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mansour%20Nikpour">Mansour Nikpour</a>, <a href="https://publications.waset.org/search?q=Mohsen%20Ghasemi"> Mohsen Ghasemi</a>, <a href="https://publications.waset.org/search?q=Elahe%20Mosavi"> Elahe Mosavi</a>, <a href="https://publications.waset.org/search?q=Mohd%20Zin%20Kandar"> Mohd Zin Kandar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> lack of convenience condition is one of the problems in open spaces in hot and dry regions. Nowadays parks and green landscapes was designed and constructed without any attention to convenience condition. If this process continues, Citizens will encounter with some problems. Harsh climatic condition decreases the efficiency of people-s activities. However there is hard environment condition in hot and dry regions, Convenience condition has been provided in Iranian traditional architecture by using techniques and methods. In this research at the first step characteristics of Iranian garden that can effect on creating sustainable spaces were investigated through observation method. Pleasure space in cities will be created with using these methods and techniques in future cities. Furthermore the comparison between Iranian garden and landscape in today-s cities demonstrate the effectiveness of Iranian garden characteristics on sustainable spaces. Iranian architects used simple and available methods for creating open architectural spaces. In addition desirable conditions were provided with taking in to account both physically and spiritually. Parks and landscapes in future cities can be designed and constructed with respect to architectural techniques that used in Iranian gardens in hot and arid regions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Iranian%20garden" title="Iranian garden">Iranian garden</a>, <a href="https://publications.waset.org/search?q=convenience%20condition" title=" convenience condition"> convenience condition</a>, <a href="https://publications.waset.org/search?q=landscape" title=" landscape"> landscape</a>, <a href="https://publications.waset.org/search?q=sustainable" title=" sustainable"> sustainable</a> </p> <a href="https://publications.waset.org/813/investigating-the-effectiveness-of-iranian-architecture-on-sustainable-space-creation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/813/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/813/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/813/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/813/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/813/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/813/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/813/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/813/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/813/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/813/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/813.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1855</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">168</span> Components of Emotional Intelligence in Iranian Entrepreneurs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Farzaneh%20Noori">Farzaneh Noori</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Entrepreneurs face different sort of difficulties especially with customers, organizations and employees. Emotional intelligence which is the ability to understand and control the emotions is an important factor to help entrepreneurs end up challenges to the result they prefer. So it is assumed that entrepreneurs especially those who have passed the first challenging years of starting a new business, have high emotional intelligence. In this study the Iranian established entrepreneurs have been surveyed. According to Iran Gem 2014 report the percentage of established entrepreneur in Iran is 10.92%. So by using Cochran sample formula (1%) 96 Iranian established entrepreneurs have been selected and Emotional intelligence appraisal questionnaire distributed to them. The SPSS19 result shows high emotional intelligence in Iranian established entrepreneurs.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Emotional%20intelligence" title="Emotional intelligence">Emotional intelligence</a>, <a href="https://publications.waset.org/search?q=Emotional%20intelligence%0D%0Aappraisal%20questionnaire" title=" Emotional intelligence appraisal questionnaire"> Emotional intelligence appraisal questionnaire</a>, <a href="https://publications.waset.org/search?q=Entrepreneurs" title=" Entrepreneurs"> Entrepreneurs</a>, <a href="https://publications.waset.org/search?q=Iran." title=" Iran."> Iran.</a> </p> <a href="https://publications.waset.org/10001270/components-of-emotional-intelligence-in-iranian-entrepreneurs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001270/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001270/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001270/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001270/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001270/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001270/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001270/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001270/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001270/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001270/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001270.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2070</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">167</span> Heart Rate-Determined Physical Activity In New Zealand School Children: A Cross- Sectional Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Michael%20J.%20Hamlin">Michael J. Hamlin</a>, <a href="https://publications.waset.org/search?q=Mick%20Grimley"> Mick Grimley</a>, <a href="https://publications.waset.org/search?q=Vicki%20Cowley"> Vicki Cowley</a>, <a href="https://publications.waset.org/search?q=Chris%20D.%20Price"> Chris D. Price</a>, <a href="https://publications.waset.org/search?q=Jill%20M.%20Hargreaves"> Jill M. Hargreaves</a>, <a href="https://publications.waset.org/search?q=Jenny%20J.%20Ross"> Jenny J. Ross</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The aim of this study was to examine current levels of physical activity determined via heart rate monitoring. A total of 176 children (85 boys, 91 girls) aged 5-13 years wore sealed Polar heart rate monitors for at least 10 hours per day on at least 3 days. Mean daily minutes of moderate to vigorous-intensity physical activity was 65 ± 43 (mean ± SD) for boys and 54 ± 37 for girls. Daily minutes of vigorous-intensity activity was 31 ± 24 and 24 ± 21 for boys and girls respectively. Significant differences in physical activity levels were observed between school day and weekends, boys and girls, and among age and geographical groups. Only 36% of boys and 22% of girls met the New Zealand physical activity guideline. This research indicates that a large proportion of New Zealand children are not meeting physical activity recommendations.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=activity%20guidelines" title="activity guidelines">activity guidelines</a>, <a href="https://publications.waset.org/search?q=moderate%20activity" title=" moderate activity"> moderate activity</a>, <a href="https://publications.waset.org/search?q=sedentary" title=" sedentary"> sedentary</a>, <a href="https://publications.waset.org/search?q=vigorous%20activity" title=" vigorous activity"> vigorous activity</a> </p> <a href="https://publications.waset.org/11350/heart-rate-determined-physical-activity-in-new-zealand-school-children-a-cross-sectional-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11350/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11350/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11350/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11350/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11350/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11350/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11350/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11350/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11350/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11350/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11350.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1400</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">166</span> Iranian Bazaars: The Illustration of Stable Thoughts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Aida%20Amirazodi">Aida Amirazodi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>"Bazaar" is a Persian word from the language of Iranians of 2500 years ago which has entered the languages of other countries. “Bazaar", the trading or marketing place with the architectural principles and concerns, was formed in Iran because of the long experience of marketing. This has become a valuable inheritance of Islamic ideological civilization and Iranian advanced architecture and a model of Islamic-marketing places with spectacular elements and parts, and the place for economical, social and cultural exchanges. “Bazaars" are found in cities of Iran and many Islamic countries in west of Asia and north of Africa. With the stable structure and function as a symbol of social values, this place has become the economic center and the illustration of stable architecture and advanced principles. “Bazaars" as the heart of Iranian cities economy with several major and minor rows of shops, in closed and open areas, along a fixed line or branches with beautiful arcs, patios, and frameworks are among the main national inheritance of Iran and one of the important Iranian architectural treasures because of its Iranian nobility.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Traditional%20Bazaar" title="Traditional Bazaar">Traditional Bazaar</a>, <a href="https://publications.waset.org/search?q=Form%20of%20Bazaar" title=" Form of Bazaar"> Form of Bazaar</a>, <a href="https://publications.waset.org/search?q=Iranian%0D%0AArchitecture" title=" Iranian Architecture"> Iranian Architecture</a> </p> <a href="https://publications.waset.org/8904/iranian-bazaars-the-illustration-of-stable-thoughts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8904/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8904/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8904/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8904/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8904/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8904/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8904/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8904/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8904/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8904/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8904.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1748</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">165</span> Compression Study on Velvet and Termeh in Iranian Brocade</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=R.%20Moosazadeh">R. Moosazadeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>From ancient times, in some cultures, the way of choosing the colour and pattern of the fabric, and its decoration, represents a message about their beliefs, traditions and ethnical origins. Due to the diversity of clothing in the Middle East, two special types of Iranian fabrics have been investigated. The process of knitting with a weaving-loom is always accompanied by passing the fibres of the warp in different ways. This study presented the historical investigation of brocades and explanation about traditional Iranian brocades in terms of fabric, shape, and patterns. Moreover, the compression results between characteristics of Termeh and velvet have been reported. The aim of the study was to focus on the history of fabric texture in Iran and general information about brocades and Termeh fabrics in expressions of their historical traditions. In conclusion, it is attempted to introduce knitting techniques and designed models which have been presented for this traditional and expensive Iranian fabric.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Texture" title="Texture">Texture</a>, <a href="https://publications.waset.org/search?q=brocade" title=" brocade"> brocade</a>, <a href="https://publications.waset.org/search?q=Termeh" title=" Termeh"> Termeh</a>, <a href="https://publications.waset.org/search?q=Velvet%20Braid." title=" Velvet Braid."> Velvet Braid.</a> </p> <a href="https://publications.waset.org/10010014/compression-study-on-velvet-and-termeh-in-iranian-brocade" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010014/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010014/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010014/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010014/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010014/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010014/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010014/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010014/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010014/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010014/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010014.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">799</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">164</span> Evaluation of Iranian Standard for Assessment of Liquefaction Potential of Cohesionless Soils Based on Standard Penetration Test</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Reza%20Ziaie%20Moayad">Reza Ziaie Moayad</a>, <a href="https://publications.waset.org/search?q=Azam%20Kouhpeyma"> Azam Kouhpeyma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In-situ testing is preferred to evaluate the liquefaction potential in cohesionless soils due to high disturbance during sampling. Although new in-situ methods with high accuracy have been developed, standard penetration test, the simplest and the oldest in-situ test, is still used due to the profusion of the recorded data. This paper reviews the Iranian standard of evaluating liquefaction potential in soils (codes 525) and compares the liquefaction assessment methods based on standard penetration test (SPT) results on cohesionless soil in this standard with the international standards. To this, methods for assessing liquefaction potential are compared with what is presented in standard 525. It is found that although the procedure used in Iranian standard of evaluating the potential of liquefaction has not been updated according to the new findings, it is a conservative procedure.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=cohesionless%20soil" title="cohesionless soil">cohesionless soil</a>, <a href="https://publications.waset.org/search?q=liquefaction" title=" liquefaction"> liquefaction</a>, <a href="https://publications.waset.org/search?q=SPT" title=" SPT"> SPT</a>, <a href="https://publications.waset.org/search?q=Iranian%20liquefaction%20standard" title=" Iranian liquefaction standard"> Iranian liquefaction standard</a> </p> <a href="https://publications.waset.org/10012272/evaluation-of-iranian-standard-for-assessment-of-liquefaction-potential-of-cohesionless-soils-based-on-standard-penetration-test" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012272/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012272/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012272/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012272/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012272/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012272/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012272/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012272/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012272/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012272/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012272.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">489</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">163</span> Investigation of Regional Differences in Strong Ground Motions for the Iranian Plateau</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Farhad%20Sedaghati">Farhad Sedaghati</a>, <a href="https://publications.waset.org/search?q=Shahram%20Pezeshk"> Shahram Pezeshk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Regional variations in strong ground motions for the Iranian Plateau have been investigated by using a simple statistical method called Analysis of Variance (ANOVA). In this respect, a large database consisting of 1157 records occurring within the Iranian Plateau with moment magnitudes of greater than or equal to 5 and Joyner-Boore distances up to 200 km has been considered. Geometric averages of horizontal peak ground accelerations (PGA) as well as 5% damped linear elastic response spectral accelerations (SA) at periods of 0.2, 0.5, 1.0, and 2.0 sec are used as strong motion parameters. The initial database is divided into two different datasets, for Northern Iran (NI) and Central and Southern Iran (CSI). The comparison between strong ground motions of these two regions reveals that there is no evidence for significant differences; therefore, data from these two regions may be combined to estimate the unknown coefficients of attenuation relationships.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=ANOVA" title="ANOVA">ANOVA</a>, <a href="https://publications.waset.org/search?q=attenuation%20relationships" title=" attenuation relationships"> attenuation relationships</a>, <a href="https://publications.waset.org/search?q=Iranian%20Plateau" title=" Iranian Plateau"> Iranian Plateau</a>, <a href="https://publications.waset.org/search?q=PGA" title=" PGA"> PGA</a>, <a href="https://publications.waset.org/search?q=regional%20variation" title=" regional variation"> regional variation</a>, <a href="https://publications.waset.org/search?q=SA" title=" SA"> SA</a>, <a href="https://publications.waset.org/search?q=strong%20ground%20motion." title=" strong ground motion. "> strong ground motion. </a> </p> <a href="https://publications.waset.org/10004467/investigation-of-regional-differences-in-strong-ground-motions-for-the-iranian-plateau" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004467/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004467/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004467/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004467/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004467/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004467/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004467/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004467/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004467/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004467/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004467.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1296</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">162</span> An Investigation on Students’ Reticence in Iranian University EFL Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Azizeh%20Chalak">Azizeh Chalak</a>, <a href="https://publications.waset.org/search?q=Firouzeh%20Baktash"> Firouzeh Baktash</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reticence is a prominent and complex phenomenon which occurs in foreign language classrooms and influences students’ oral passivity. The present study investigated the extent in which students experience reticence in the EFL classrooms and explored the underlying factors triggering reticence. The participants were 104 Iranian freshmen undergraduate male and female EFL students, who enrolled in listening and speaking courses, all majoring in English studying at Islamic Azad University Isfahan (Khorasgan) Branch and University of Isfahan, Isfahan, Iran. To collect the data, the Reticence Scale-12 (RS-12) questionnaire which measures the level of reticence consisting of six dimensions (anxiety, knowledge, timing, organization, skills, and memory) was administered to the participants. The statistical analyses showed that the reticent level was high among the Iranian EFL undergraduate students, and their major problems were feelings of anxiety and delivery skills. Moreover, the results revealed that factors such as low English proficiency, the teaching method, and lack of confidence contributed to the students’ reticence in Iranian EFL classrooms. It can be implied that language teachers’ awareness of learners’ reticence can help them choose more appropriate activities and provide a friendly environment enhancing hopefully more effective participation of EFL learners. The findings can have implications for EFL teachers, learners and policy makers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Reticence" title="Reticence">Reticence</a>, <a href="https://publications.waset.org/search?q=reticence%20scale" title=" reticence scale"> reticence scale</a>, <a href="https://publications.waset.org/search?q=anxiety" title=" anxiety"> anxiety</a>, <a href="https://publications.waset.org/search?q=Iranian%20EFL%0D%0Alearners." title=" Iranian EFL learners."> Iranian EFL learners.</a> </p> <a href="https://publications.waset.org/10001675/an-investigation-on-students-reticence-in-iranian-university-efl-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001675/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001675/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001675/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001675/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001675/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001675/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001675/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001675/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001675/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001675/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001675.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2675</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">161</span> Analysis of the Current and Ideal Situation of Iran’s Football Talent Management Process from the Perspective of the Elites</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mehran%20Nasiri">Mehran Nasiri</a>, <a href="https://publications.waset.org/search?q=Ardeshir%20Poornemat"> Ardeshir Poornemat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The aim of this study was to investigate the current and ideal situations of the process of talent identification in Iranian football from the point of view of Iranian instructors of the Asian Football Confederation (AFC). This research was a descriptive-analytical study; in data collection phase a questionnaire was used, whose face validity was confirmed by experts of Physical Education and Sports Science. The reliability of questionnaire was estimated through the use of Cronbach's alpha method (0.91). This study involved 122 participants of Iranian instructors of the AFC who were selected based on stratified random sampling method. Descriptive statistics were used to describe the variables and inferential statistics (Chi-square) were used to test the hypotheses of the study at significant level (p ≤ 0.05). The results of Chi-square test related to the point of view of Iranian instructors of the AFC showed that the grass-roots scientific method was the best way to identify football players (0.001), less than 10 years old were the best ages for talent identification (0.001), the Football Federation was revealed to be the most important organization in talent identification (0.002), clubs were shown to be the most important institution in developing talents (0.001), trained scouts of Football Federation were demonstrated to be the best and most appropriate group for talent identification (0.001), and being referred by the football academy coaches was shown to be the best way to attract talented football players in Iran (0.001). It was also found that there was a huge difference between the current and ideal situation of the process of talent identification in Iranian football from the point of view of Iranian instructors of the AFC. Hence, it is recommended that the policy makers of talent identification for Iranian football provide a comprehensive, clear and systematic model of talent identification and development processes for the clubs and football teams, so that the talent identification process helps to nurture football talents more efficiently.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Current%20situation" title="Current situation">Current situation</a>, <a href="https://publications.waset.org/search?q=talent%20finding" title=" talent finding"> talent finding</a>, <a href="https://publications.waset.org/search?q=ideal%20situation" title=" ideal situation"> ideal situation</a>, <a href="https://publications.waset.org/search?q=instructors." title=" instructors."> instructors.</a> </p> <a href="https://publications.waset.org/10007609/analysis-of-the-current-and-ideal-situation-of-irans-football-talent-management-process-from-the-perspective-of-the-elites" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007609/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007609/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007609/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007609/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007609/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007609/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007609/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007609/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007609/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007609/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007609.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">961</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">160</span> The Relationships between Physical Activity Levels, Enjoyment of Physical Activity, and Body Mass Index among Bruneian Secondary School Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=David%20Xiaoqian%20Sun">David Xiaoqian Sun</a>, <a href="https://publications.waset.org/search?q=Khairunnisa%20Binti%20Haji%20Sibah"> Khairunnisa Binti Haji Sibah</a>, <a href="https://publications.waset.org/search?q=Jr."> Jr.</a>, <a href="https://publications.waset.org/search?q=Lejak%20Anak%20Ambol"> Lejak Anak Ambol</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of the study was to examine the relationships between objectively measured physical activity levels (PALs), enjoyment of physical activity (EPA), and body mass index (BMI) among adolescents. A total of 188 12-14-year-old Bruneian secondary school adolescents (88 boys and 100 girls) voluntarily took part in this study. Subjects wore the RT3 accelerometer for seven consecutive days in order to measure their PALs. Times of students’ engagement in total (TPA), light (LPA), moderate (MPV), and vigorous PA (VPA) were obtained from the accelerometer. Their BMIs were calculated from their body height and weight. Physical Activity Enjoyment Scale (PACES) was administrated to obtain their EPA levels. Four key enjoyment factors including fun factors, positive perceptions, unexciting in doing activities, and negative perceptions were identified. Subjects’ social economic status (SES) was provided by school administration. Results show that all the adolescents did not meet the recommended PA guidelines even though boys were engaged in more MVPA than girls. No relationships were found between BMI and all PALs in both boys and girls. BMI was significantly related to the PACES scores (r = -.22, p = 0.01), fun factors (r = -.20, p = 0.05) and positive perceptions (r =- .21, p < 0.05). The PACES scores were significantly related to LPA (r = .18, p = 0.01) but not related to MVPA (r = .04, p > 0.05). After controlling for age and SES, BMI was only significantly related to the PACES scores in girls (r = -.27, p < .01) but boys (r = -.06, p > 0.05). Fun factors were significantly related to LPA and MVPA (p < .01) in girls while negative perceptions were significantly related to LPA and MVPA (p < .01) in boys. This study provides evidence that enjoyment may be a trigger of LPA but MVPA and may be influenced by their BMI status particularly in girls. Based on these findings, physical and health educators are suggested to not only make PA more enjoyable, but also consider gender differences in promoting adolescents' participation in MVPA</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Accelerometer" title="Accelerometer">Accelerometer</a>, <a href="https://publications.waset.org/search?q=body%20mass%20index" title=" body mass index"> body mass index</a>, <a href="https://publications.waset.org/search?q=enjoyment%20of%0D%0Aphysical%20activity" title=" enjoyment of physical activity"> enjoyment of physical activity</a>, <a href="https://publications.waset.org/search?q=moderate%20to%20vigorous%20physical%20activity." title=" moderate to vigorous physical activity."> moderate to vigorous physical activity.</a> </p> <a href="https://publications.waset.org/9998590/the-relationships-between-physical-activity-levels-enjoyment-of-physical-activity-and-body-mass-index-among-bruneian-secondary-school-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998590/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998590/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998590/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998590/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998590/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998590/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998590/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998590/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998590/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998590/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998590.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2328</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">159</span> Anticipation of Bending Reinforcement Based on Iranian Concrete Code Using Meta-Heuristic Tools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Seyed%20Sadegh%20Naseralavi">Seyed Sadegh Naseralavi</a>, <a href="https://publications.waset.org/search?q=Najmeh%20Bemani"> Najmeh Bemani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In this paper, different concrete codes including America, New Zealand, Mexico, Italy, India, Canada, Hong Kong, Euro Code and Britain are compared with the Iranian concrete design code. First, by using Adaptive Neuro Fuzzy Inference System (ANFIS), the codes having the most correlation with the Iranian ninth issue of the national regulation are determined. Consequently, two anticipated methods are used for comparing the codes: Artificial Neural Network (ANN) and Multi-variable regression. The results show that ANN performs better. Predicting is done by using only tensile steel ratio and with ignoring the compression steel ratio.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Concrete%20design%20code" title="Concrete design code">Concrete design code</a>, <a href="https://publications.waset.org/search?q=anticipate%20method" title=" anticipate method"> anticipate method</a>, <a href="https://publications.waset.org/search?q=artificial%20neural%20network" title=" artificial neural network"> artificial neural network</a>, <a href="https://publications.waset.org/search?q=multi-variable%20regression" title=" multi-variable regression"> multi-variable regression</a>, <a href="https://publications.waset.org/search?q=adaptive%20neuro%20fuzzy%20inference%20system." title=" adaptive neuro fuzzy inference system."> adaptive neuro fuzzy inference system.</a> </p> <a href="https://publications.waset.org/10007733/anticipation-of-bending-reinforcement-based-on-iranian-concrete-code-using-meta-heuristic-tools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007733/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007733/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007733/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007733/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007733/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007733/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007733/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007733/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007733/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007733/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007733.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">817</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">158</span> Association of G-174C Polymorphism of the Interleukin-6 Gene Promoter with Obesity in Iranian Population</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rostami%20F">Rostami F</a>, <a href="https://publications.waset.org/search?q=Haj%20Hosseini%20R"> Haj Hosseini R</a>, <a href="https://publications.waset.org/search?q=Sharifi%20K"> Sharifi K</a>, <a href="https://publications.waset.org/search?q=Daneshpour%20M"> Daneshpour M</a>, <a href="https://publications.waset.org/search?q=Azizi%20F"> Azizi F</a>, <a href="https://publications.waset.org/search?q=Hedayati%20M"> Hedayati M</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Expression and secretion of inflammation markers are disturbed in obesity. Interleukin-6 reduces body fat mass. The common G-174C polymorphism in the promoter of IL-6 gene has been reported that effects on transcriptional regulation. The objective was to investigate association of the common polymorphism G-174C with obesity in Iranian population. The present study is cross sectional association study that included 242 individuals (110 men and 132 women). Serum IL-6 levels, C-reactive protein, fasting blood glucose and blood lipids profile were measured .BMI and WHR were calculated. Genotyping is carried out by PCR and RFLP. The frequencies of G and C allele were 64.5% and 35.5%, respectively. The G-174C polymorphism was not associated with BMI and WHR. However in obese individual, fasting blood glucose was significantly higher in carrier of C allele compared with the noncarrier. The IL-6 G-174C polymorphism is not a risk factor for obesity in Iranian population. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Interleukin%206" title="Interleukin 6">Interleukin 6</a>, <a href="https://publications.waset.org/search?q=Polymorphism%20genetic" title=" Polymorphism genetic"> Polymorphism genetic</a>, <a href="https://publications.waset.org/search?q=Obesity." title=" Obesity."> Obesity.</a> </p> <a href="https://publications.waset.org/9024/association-of-g-174c-polymorphism-of-the-interleukin-6-gene-promoter-with-obesity-in-iranian-population" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9024/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9024/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9024/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9024/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9024/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9024/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9024/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9024/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9024/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9024/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9024.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1611</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">157</span> A Look at the History of Calligraphy in Decoration of Mosques in Iran: 630-1630 AD</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Cengiz%20Tav%C5%9Fan">Cengiz Tavşan</a>, <a href="https://publications.waset.org/search?q=Niloufar%20Akbarzadeh"> Niloufar Akbarzadeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Architecture in Iran has a continuous history from at least 5000 BC to the present, and numerous Iranian pre-Islamic elements have contributed significantly to the formation of Islamic art. At first, decoration was limited to small objects and containers and then progressed in the art of plaster and brickwork. They later applied in architecture as well. The art of gypsum and brickwork, which was prevalent in the form of motifs (animals and plants) in pre-Islam, was used in the aftermath of Islam with the art of calligraphy in decorations. The splendor and beauty of Iranian architecture, especially during the Islamic era, are related to decoration and design. After the invasion of Iran by the Arabs and the introduction of Islam to Iran, the arrival of the Iranian classical architecture significantly changed, and we saw the Arabic calligraphy decoration of the mosques in Iran. The principles of aesthetics in the art of calligraphy in Iran are based precisely on the principles of the beauty of ancient Iranian and Islamic art. On the other hand, after Islam, calligraphy was one of the most important sources of Islamic art in Islam and one of the important features of Islamic culture. First, the calligraphy had no cultural meaning and was only for decoration and beautification, it had the same meaning only in the inscriptions; however, over time, it became meaningful. This article provides a summary of the history of calligraphy in the mosques (from the entrance to Islam until the Safavid period), which cannot ignore the role of the calligraphy in their decorative ideas; and also, the important role that decorative elements play in creating a public space in terms of social and aesthetic performance. This study was conducted using library studies and field studies. The purpose of this study is to show the characteristics of architecture and art of decorations in Iran, especially in the mosque's architecture, which reaches the pinnacle of progress. We will see that religious beliefs and artistic practices are merging and trying to bring a single concept. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Islamic%20art" title="Islamic art">Islamic art</a>, <a href="https://publications.waset.org/search?q=Islamic%20architecture" title=" Islamic architecture"> Islamic architecture</a>, <a href="https://publications.waset.org/search?q=decorations%20in%20Iranian%20mosques" title=" decorations in Iranian mosques"> decorations in Iranian mosques</a>, <a href="https://publications.waset.org/search?q=calligraphy." title=" calligraphy."> calligraphy.</a> </p> <a href="https://publications.waset.org/10008812/a-look-at-the-history-of-calligraphy-in-decoration-of-mosques-in-iran-630-1630-ad" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008812/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008812/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008812/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008812/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008812/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008812/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008812/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008812/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008812/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008812/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008812.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2195</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">156</span> Genetic Variation of Durum Wheat Landraces and Cultivars Using Morphological and Protein Markers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20R.%20Naghavi">M. R. Naghavi</a>, <a href="https://publications.waset.org/search?q=S.%20Rashidi%20Monfared"> S. Rashidi Monfared</a>, <a href="https://publications.waset.org/search?q=A.%20H.%20Ahkami"> A. H. Ahkami</a>, <a href="https://publications.waset.org/search?q=M.%20A.%20Ombidbakhsh"> M. A. Ombidbakhsh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Knowledge of patterns of genetic diversity enhances the efficiency of germplasm conservation and improvement. In this study 96 Iranian landraces of Triticum turgidum originating from different geographical areas of Iran, along with 18 durum cultivars from ten countries were evaluated for variation in morphological and high molecular weight glutenin subunit (HMW-GS) composition. The first two principal components clearly separated the Iranian landraces from cultivars. Three alleles were present at the Glu-A1 locus and 11 alleles at Glu-B1. In both cultivars and landraces of durum wheat, the null allele (Glu-A1c) was observed more frequently than the Glu-A1a and Glu-A1b alleles. Two alleles, namely Glu-B1a (subunit 7) and Glu-B1e (subunit 20) represented the more frequent alleles at Glu-B1 locus. The results showed that the evaluated Iranian landraces formed an interesting source of favourable glutenin subunits that might be very desirable in breeding activities for improving pasta-making quality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Triticum%20turgidum%20var.%20durum" title="Triticum turgidum var. durum">Triticum turgidum var. durum</a>, <a href="https://publications.waset.org/search?q=glutenin%20subunits" title=" glutenin subunits"> glutenin subunits</a>, <a href="https://publications.waset.org/search?q=morphological%20characters." title=" morphological characters."> morphological characters.</a> </p> <a href="https://publications.waset.org/32/genetic-variation-of-durum-wheat-landraces-and-cultivars-using-morphological-and-protein-markers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/32/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/32/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/32/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/32/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/32/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/32/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/32/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/32/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/32/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/32/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/32.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1998</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">155</span> Gender Differences in Morbid Obese Children: Clinical Significance of Two Diagnostic Obesity Notation Model Assessment Indices </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mustafa%20M.%20Donma">Mustafa M. Donma</a>, <a href="https://publications.waset.org/search?q=Orkide%20Donma"> Orkide Donma</a>, <a href="https://publications.waset.org/search?q=Murat%20Aydin"> Murat Aydin</a>, <a href="https://publications.waset.org/search?q=Muhammet%20Demirkol"> Muhammet Demirkol</a>, <a href="https://publications.waset.org/search?q=Burcin%20Nalbantoglu"> Burcin Nalbantoglu</a>, <a href="https://publications.waset.org/search?q=Aysin%20Nalbantoglu"> Aysin Nalbantoglu</a>, <a href="https://publications.waset.org/search?q=Birol%20Topcu"> Birol Topcu </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Childhood obesity is an ever increasing global health problem, affecting both developed and developing countries. Accurate evaluation of obesity in children requires difficult and detailed investigation. In our study, obesity in children was evaluated using new body fat ratios and indices. Assessment of anthropometric measurements, as well as some ratios, is important because of the evaluation of gender differences particularly during the late periods of obesity. A total of 239 children; 168 morbid obese (MO) (81 girls and 87 boys) and 71 normal weight (NW) (40 girls and 31 boys) children, participated in the study. Informed consent forms signed by the parents were obtained. Ethics Committee approved the study protocol. Mean ages (years)±SD calculated for MO group were 10.8±2.9 years in girls and 10.1±2.4 years in boys. The corresponding values for NW group were 9.0±2.0 years in girls and 9.2±2.1 years in boys. Mean body mass index (BMI)±SD values for MO group were 29.1±5.4 kg/m<sup>2</sup> and 27.2±3.9 kg/m<sup>2 </sup>in girls and boys, respectively. These values for NW group were calculated as 15.5±1.0 kg/m<sup>2</sup> in girls and 15.9±1.1 kg/m<sup>2 </sup>in boys. Groups were constituted based upon BMI percentiles for age-and-sex values recommended by WHO. Children with percentiles >99 were grouped as MO and children with percentiles between 85 and 15 were considered NW. The anthropometric measurements were recorded and evaluated along with the new ratios such as trunk-to-appendicular fat ratio, as well as indices such as Index-I and Index-II. The body fat percent values were obtained by bio-electrical impedance analysis. Data were entered into a database for analysis using SPSS/PASW 18 Statistics for Windows statistical software. Increased waist-to-hip circumference (C) ratios, decreased head-to-neck C, height ‘to’ ‘two’-‘to’-waist C and height ‘to’ ‘two’-‘to’-hip C ratios were observed in parallel with the development of obesity (p≤0.001). Reference value for height ‘to’ ‘two’-‘to’-hip ratio was detected as approximately 1.0. Index-II, based upon total body fat mass, showed much more significant differences between the groups than Index-I based upon weight. There was not any difference between trunk-to-appendicular fat ratios of NW girls and NW boys (p≥0.05). However, significantly increased values for MO girls in comparison with MO boys were observed (p≤0.05). This parameter showed no difference between NW and MO states in boys (p≥0.05). However, statistically significant increase was noted in MO girls compared to their NW states (p≤0.001). Trunk-to-appendicular fat ratio was the only fat-based parameter, which showed gender difference between NW and MO groups. This study has revealed that body ratios and formula based upon body fat tissue are more valuable parameters than those based on weight and height values for the evaluation of morbid obesity in children.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Anthropometry" title="Anthropometry">Anthropometry</a>, <a href="https://publications.waset.org/search?q=childhood%20obesity" title=" childhood obesity"> childhood obesity</a>, <a href="https://publications.waset.org/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/search?q=Morbid%20obesity." title=" Morbid obesity."> Morbid obesity.</a> </p> <a href="https://publications.waset.org/10005668/gender-differences-in-morbid-obese-children-clinical-significance-of-two-diagnostic-obesity-notation-model-assessment-indices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005668/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005668/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005668/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005668/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005668/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005668/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005668/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005668/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005668/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005668/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005668.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">958</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">154</span> Influence of Proteolysis and Soluble Calcium Levels on Textural Changes in the Interior and Exterior of Iranian UF White Cheese during Ripening</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=I.%20Fathollahi">I. Fathollahi</a>, <a href="https://publications.waset.org/search?q=J.%20Hesari"> J. Hesari</a>, <a href="https://publications.waset.org/search?q=S.%20Azadmard"> S. Azadmard</a>, <a href="https://publications.waset.org/search?q=S.%20Oustan"> S. Oustan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The relationships between Proteolysis and soluble calcium levels with hardness of cheese texture were investigated in Iranian UF white cheese during 90 d ripening. Cheeses were sampled in interior and exterior. Results showed that levels of proteolysis, soluble calcium and hardness of cheese texture changed significantly (p< 0.05) over ripening. Levels of proteolysis and hardness were significantly (p< 0.05) different in interior and exterior zones of cheeses. External zones of cheeses became softer and had higher levels of proteolysis compared to internal zones during ripening. The highest correlation coefficient (r2= 0.979; p<0.01) was observed between hardness and levels of pH 4.6-soluble nitrogen in exterior zones of cheese. These result showed that proteolysis can contribute to textural softening during ripening of Iranian UF white cheese. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Calcium" title="Calcium">Calcium</a>, <a href="https://publications.waset.org/search?q=Proteolysis" title=" Proteolysis"> Proteolysis</a>, <a href="https://publications.waset.org/search?q=Softening" title=" Softening"> Softening</a>, <a href="https://publications.waset.org/search?q=Ultrafiltration" title=" Ultrafiltration"> Ultrafiltration</a>, <a href="https://publications.waset.org/search?q=White%20cheese." title="White cheese.">White cheese.</a> </p> <a href="https://publications.waset.org/11029/influence-of-proteolysis-and-soluble-calcium-levels-on-textural-changes-in-the-interior-and-exterior-of-iranian-uf-white-cheese-during-ripening" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11029/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11029/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11029/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11029/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11029/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11029/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11029/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11029/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11029/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11029/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11029.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2492</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">153</span> An Investigation of Final Tests of Translation as Practiced in Iranian Undergraduate English Translation Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hossein%20Heidari%20Tabrizi">Hossein Heidari Tabrizi</a>, <a href="https://publications.waset.org/search?q=Azizeh%20Chalak"> Azizeh Chalak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study examined how translation teachers develop final tests as measures for checking on the quality of students’ academic translation in Iranian context. To achieve this goal, thirty experienced male and female translation teachers from the four types of the universities offering the program were invited to an in-depth 30-minute one-session semi-structured interview. The responses provided showed how much discrepancy exists among the Iranian translation teachers (as developers of final translation tests), who are least informed with the current translation evaluation methods. It was also revealed that the criteria they use for developing such tests and scoring student translations are not theory-driven but are highly subjective, mainly based on their personal experience and intuition. Hence, the quality and accountability of such tests are under serious question. The results also confirmed that the dominant method commonly and currently practiced is the purely essay-type format. To remedy the situation, some suggestions are in order. As part of the solution, to improve the reliability and validity of such tests, the present summative, product-oriented evaluation should be accompanied with some formative, process-oriented methods of evaluation. Training the teachers and helping them get acquainted with modern principles of translation evaluation as well as the existing models, and rating scales does improve the quality of academic translation evaluation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Iranian%20universities" title="Iranian universities">Iranian universities</a>, <a href="https://publications.waset.org/search?q=students%E2%80%99%20academic%20translations" title=" students’ academic translations"> students’ academic translations</a>, <a href="https://publications.waset.org/search?q=translation%20final%20tests" title=" translation final tests"> translation final tests</a>, <a href="https://publications.waset.org/search?q=undergraduate%20translation%20programs." title=" undergraduate translation programs."> undergraduate translation programs.</a> </p> <a href="https://publications.waset.org/10002728/an-investigation-of-final-tests-of-translation-as-practiced-in-iranian-undergraduate-english-translation-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002728/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002728/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002728/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002728/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002728/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002728/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002728/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002728/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002728/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002728/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002728.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2028</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">152</span> Primary Level Teachers’ Response to Gender Representation in Textbook Contents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Pragya%20Paneru">Pragya Paneru</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper explores altogether 10 primary teachers’ views on gender representation in primary level textbooks. Data were collected from the teachers who taught in private schools in the Kailali and Kathmandu districts. This research uses a semi-structured interview method to obtain information regarding teachers’ attitudes toward gender representations in textbook contents. The interview data were analysed by using critical skills of qualitative research. The findings revealed that most of the teachers were unaware and regarded gender issues as insignificant to discuss in primary-level classes. Most of them responded to the questions personally and claimed that there were no gender issues in their classrooms. Some of the teachers connected gender issues with contexts other than textbook representations such as school discrimination in the distribution of salary among male and female teachers, school practices of awarding girls rather than boys as the most disciplined students, following girls’ first rule in the assembly marching, encouraging only girls in the stage shows, and involving students in gender-specific activities such as decorating works for girls and physical tasks for boys. The interview also revealed teachers’ covert gendered attitudes in their remarks. Nevertheless, most of the teachers accepted that gender-biased contents have an impact on learners and this problem can be solved with more gender-centred research in the education field, discussions, and training to increase awareness regarding gender issues. Agreeing with the suggestion of teachers, this paper recommends proper training and awareness regarding how to confront gender issues in textbooks.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Content%20analysis" title="Content analysis">Content analysis</a>, <a href="https://publications.waset.org/search?q=gender%20equality" title=" gender equality"> gender equality</a>, <a href="https://publications.waset.org/search?q=school%20education" title=" school education"> school education</a>, <a href="https://publications.waset.org/search?q=critical%20awareness." title=" critical awareness."> critical awareness.</a> </p> <a href="https://publications.waset.org/10013237/primary-level-teachers-response-to-gender-representation-in-textbook-contents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013237/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013237/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013237/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013237/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013237/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013237/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013237/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013237/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013237/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013237/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013237.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">244</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">151</span> Sustainable Development in Iranian South Coastal and Islands Using Wind Energy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Amir%20Gandomkar">Amir Gandomkar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The development incompatible with environment cannot be sustainable. Using renewable energy sources such as solar energy, geothermal energy and wind energy can make sustainable development in a region. Iran has a lot of renewable and nonrenewable energy resources. Since Iran has a special geographic position, it has lot of solar and wind energy resources. Both solar and wind energy are free, renewable and adaptable with environment. The study of 10 year wind data in Iranian South coastal and Islands synoptic stations shows that the production of wind power electricity and water pumping is possible in this region. In this research, we studied the local and temporal distribution of wind using three – hour statistics of windspeed in Iranian South coastal and Islands synoptic stations. This research shows that the production of wind power electricity is possible in this region all the year.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Wind%20energy" title="Wind energy">Wind energy</a>, <a href="https://publications.waset.org/search?q=wind%20regime" title=" wind regime"> wind regime</a>, <a href="https://publications.waset.org/search?q=wind%20electricity" title=" wind electricity"> wind electricity</a>, <a href="https://publications.waset.org/search?q=synoptic%20station." title=" synoptic station."> synoptic station.</a> </p> <a href="https://publications.waset.org/10782/sustainable-development-in-iranian-south-coastal-and-islands-using-wind-energy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10782/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10782/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10782/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10782/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10782/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10782/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10782/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10782/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10782/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10782/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10782.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1595</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">150</span> Studying Iranian Religious Minority Architecture: Differences and Commonalities in Religious and National Architecture after Safavid</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Saeideh%20Soltanmohammadlou">Saeideh Soltanmohammadlou</a>, <a href="https://publications.waset.org/search?q=Pilar%20M%20Guerrieri"> Pilar M Guerrieri</a>, <a href="https://publications.waset.org/search?q=Amir%20Kianfar"> Amir Kianfar</a>, <a href="https://publications.waset.org/search?q=Sara%20Sadeghian"> Sara Sadeghian</a>, <a href="https://publications.waset.org/search?q=Yasaman%20Nafezi"> Yasaman Nafezi</a>, <a href="https://publications.waset.org/search?q=Emily%20Irvin"> Emily Irvin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Architecture is rooted in the experiences of the residents in a place. Its foundations are based on needs and circumstances of each territory in terms of climate, available materials, economics and governmental policies, and cultural ideals and ideas of the people that live there. The architectural history of Iran echoes these architectural origins and has revealed certain trends reflecting this territory and culture. However, in recent years, new architectural patterns are developing that diverge from what has previously been considered classic forms of Iranian architecture. This article investigates architectural elements that make up the architecture created by religious minorities after the Safavid dynasty (one of the most significant ruling dynasties of Iran (from 1501 to 1736) in Iranian cities: Isfahan, Tabriz, Kerman, and Uremia. Similarities and differences are revealed between the architecture that composes neighborhoods of religious minorities in Iran and common national architectural trends in each era after this dynasty. This dynasty is specific as a point of reference in this article because Islam was identified as the state religion of Iran during this era. This decision changed the course of architecture in the country to incorporate religious motifs and meanings. The study associated with this article was conducted as a survey that sought to find links between architecture of religious minorities with Iranian national architecture. Interestingly, a merging of architectural forms and trends occur as immigrants interact with Iranian Islamic meanings. These observations are significant within the context of modern architecture around the world and within Western discourse because what are considered religious minorities in Iran are the dominant religions in Western nations. This makes Iran’s architecture particularly unique as it creates a kind of inverse relationship, than that of Western nations, to the ways in which religion influences architectural history.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Architecture" title="Architecture">Architecture</a>, <a href="https://publications.waset.org/search?q=ethnic%20architecture" title=" ethnic architecture"> ethnic architecture</a>, <a href="https://publications.waset.org/search?q=national%20architecture" title=" national architecture"> national architecture</a>, <a href="https://publications.waset.org/search?q=religion%20architecture." title=" religion architecture."> religion architecture.</a> </p> <a href="https://publications.waset.org/10011841/studying-iranian-religious-minority-architecture-differences-and-commonalities-in-religious-and-national-architecture-after-safavid" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011841/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011841/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011841/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011841/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011841/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011841/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011841/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011841/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011841/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011841/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011841.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">689</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">149</span> The Effectiveness of Teaching Games for the Improvement of the Hockey Tactical Skills and the State of Self-Confidence among 16 Years Old Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wee%20A.%20S.%20S.%20Lee">Wee A. S. S. Lee</a>, <a href="https://publications.waset.org/search?q=S.%20Rengasamy"> S. Rengasamy</a>, <a href="https://publications.waset.org/search?q=Lim%20Boon%20Hooi"> Lim Boon Hooi</a>, <a href="https://publications.waset.org/search?q=C.%20Varatharajoo"> C. Varatharajoo</a>, <a href="https://publications.waset.org/search?q=M.%20Ibrahim%20K.%20Azeez"> M. Ibrahim K. Azeez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study was conducted to examine the effectiveness of Teaching Games For Understanding (TGFU) in improving the hockey tactical skills and state self-confidence among 16-year-old students. Two hundred fifty-nine (259) school students were selected for the study based on the intact sampling method. One class was used as the control group (Boys=60, Girls=70), while another as the treatment group (Boys=60, Girls=69) underwent intervention with TGFU in physical education class conducted twice a week for four weeks. The Games Performance Assessment Instrument was used to observe the hockey tactical skills and The State Self-Confidence Inventory was used to determine the state of self-confidence among the students. After four weeks, ANCOVA analysis indicated the treatment groups had significant improvement in hockey tactical skills with F (1, 118) =313.37, p<.05 for school boys, and F (1, 136) =92.62, p<.05 for school girls. The MannWhitney U test also showed the treatment groups had significant improvement in state self-confidence with U=428.50, z= -7.22, p < .05, r=.06 for school boys. ANCOVA analysis also showed the treatment group had significant improvement in state self-confidence with F (1, 136) =74.40, p<.05 for school girls. This indicates that TGFU in a 40-minute physical education class conducted twice a week for four weeks can significantly improve the hockey tactical skills and state self-confidence among 16-year-old students. The findings give new knowledge to PE teachers to implement the TGFU method as it enhances the hockey tactical skills and state selfconfidence among 16-year-old students. Some recommendation was suggested for future research. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Hockey%20tactical%20skills" title="Hockey tactical skills">Hockey tactical skills</a>, <a href="https://publications.waset.org/search?q=state%20self-confidence" title=" state self-confidence"> state self-confidence</a>, <a href="https://publications.waset.org/search?q=teaching%0D%0Agames%20for%20understanding" title=" teaching games for understanding"> teaching games for understanding</a>, <a href="https://publications.waset.org/search?q=traditional%20teaching." title=" traditional teaching."> traditional teaching.</a> </p> <a href="https://publications.waset.org/10001801/the-effectiveness-of-teaching-games-for-the-improvement-of-the-hockey-tactical-skills-and-the-state-of-self-confidence-among-16-years-old-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001801/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001801/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001801/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001801/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001801/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001801/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001801/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001801/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001801/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001801/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001801.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2426</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">148</span> Report of Happiness in the Iranian Educational System: A Qualitative Research </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Babak%20Shamshiri">Babak Shamshiri</a>, <a href="https://publications.waset.org/search?q=Najme%20Dastouri"> Najme Dastouri </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this study is to understand the current situation of happiness in the Iranian educational system from the perspective of students, teachers and educational administrators. This research is done in qualitative paradigm. Data collection is done by in-depth interview method. Research participants were selected purposively according to sampling rules, with maximum variation and reaching the saturation point. According to most participants in this study, schools in Iran are not usually happy. This lack of happiness is associated with and related to the educational system, curriculum, teaching method, physical environment of schools and their facilities.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Happiness" title="Happiness">Happiness</a>, <a href="https://publications.waset.org/search?q=Iran" title=" Iran"> Iran</a>, <a href="https://publications.waset.org/search?q=educational%20system" title=" educational system"> educational system</a>, <a href="https://publications.waset.org/search?q=qualitative%20study." title=" qualitative study."> qualitative study.</a> </p> <a href="https://publications.waset.org/10009248/report-of-happiness-in-the-iranian-educational-system-a-qualitative-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009248/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009248/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009248/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009248/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009248/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009248/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009248/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009248/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009248/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009248/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009248.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">899</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">147</span> A Case Study of Mobile Game Based Learning Design for Gender Responsive STEM Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Raluca%20Ionela%20Maxim">Raluca Ionela Maxim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Designing a gender responsive Science, Technology, Engineering and Mathematics (STEM) mobile game based learning solution (mGBL) is a challenge in terms of content, gamification level and equal engagement of girls and boys. The goal of this case study was to research and create a high-fidelity prototype design of a mobile game that contains role-models as avatars that guide and expose girls and boys to STEM learning content. For this research purpose it was applied the methodology of design sprint with five-phase process that combines design thinking principles. The technique of this methodology comprises smart interviews with STEM experts, mind-map creation, sketching, prototyping and usability testing of the interactive prototype of the gender responsive STEM mGBL. The results have shown that the effect of the avatar/role model had a positive impact. Therefore, by exposing students (boys and girls) to STEM role models in an mGBL tool is helpful for the decreasing of the gender inequalities in STEM fields.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Design%20thinking" title="Design thinking">Design thinking</a>, <a href="https://publications.waset.org/search?q=design%20sprint" title=" design sprint"> design sprint</a>, <a href="https://publications.waset.org/search?q=gender-responsive%20STEM%20education" title=" gender-responsive STEM education"> gender-responsive STEM education</a>, <a href="https://publications.waset.org/search?q=mobile%20game%20based%20learning" title=" mobile game based learning"> mobile game based learning</a>, <a href="https://publications.waset.org/search?q=role-models." title=" role-models."> role-models.</a> </p> <a href="https://publications.waset.org/10011839/a-case-study-of-mobile-game-based-learning-design-for-gender-responsive-stem-education" 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