زهرا زین الدینی

Academic resilience is one of the main structures for understanding motivation, excitement, and academic behavior. Academic resilience helps students adapt and regain their previous academic performance in the event of academic failure. Various factors can affect academic resilience, including self–compassion and positive self–talk. Self–compassion emphasizes the fundamental principle that external soothing thoughts, views, and behaviors must be internalized. In this situation, the mind relaxes in internal situations and reacts to external conditions. Positive self–talk is done to correct the interpretation of events related to oneself and others. In this situation, it has common goals with compassion–based therapy and has an effective role in resilience. Students who have low academic resilience learn to be compassionate and have positive self–talk by expressing beneficial positive statements, being kind to themselves, and improving their self–esteem.

The research method was correlational analysis. The statistical population includes all 8200 secondary school students in the city of Kerman, Iran, in the academic year 2022–2023, of which 384 students were selected as a sample based on Krejcie & Morgan's table (1970) using stratified random sampling based on the gender of the students. The inclusion criteria for the subjects were as follows: students of the second secondary school, studying in Kerman City, interest in cooperation in research, and no physical and mental diseases (according to the information in the student's academic records). The exclusion criterion was non–cooperation in the research. The data collection tools were the Self–Compassion Scale (Neff, 2003), the Self–Talk Scale (Brinthaupt et al., 2009), and the Conner–Davidson Resilience Scale (Conner & Davidson, 2003). Data analysis was done using SPSS version 25 software with the Pearson correlation coefficient and multiple linear regression tests considering a significance level 0.05.

The results showed that self–compassion (p<0.001, β=0.466) and positive self–talk (p<0.001, β=0.335) were predictors of academic resilience (R2adj=0.467). In addition, self–kindness (p<0.001, β=0.252), isolation (p=0.044, β=0.105), mindfulness (p=0.008, β=0.144), and extreme identification (p<0.001, β=0.248) were predictors of academic resilience (R2adj=0.397). Also, social assessment (p=0.027, β=0.146), self–enhancement (p=0.005, β=0.184), and self–criticism (p<0.001, β=0.273) predict students' academic resilience (R2adj=0.30).

The present study determined that self–compassion and positive self–talk influence students' academic resilience. Through their self–compassion and positive self–talk, the students' level of academic resilience can be expected to improve.

Self-compassion and positive self-talk are two important factors in cognitive characteristics that can play a decisive role in academic performance such as academic resilience, but according to the research, they have been less studied in past research. Based on this, examining the relationship between self-compassion and positive self-talk with academic well-being and academic resilience is a research gap.

So, this research aims to model academic resilience based on self-compassion and positive self-talk concerning the mediating role of academic well-being among secondary school students in Kerman.

The descriptive research method was a correlation type. The statistical population includes all male and female secondary school students in the city of Kerman, with a total of 8200 people in the 2022–2023 academic year. 384 people have been selected as a sample using stratified random sampling. Standard questionnaires were used to collect the data. Data analysis was done with descriptive and inferential statistics of structural equation modeling with SPSS25 and Amos24 software.

The model of academic resilience based on self-compassion and positive self-talk has an acceptable fit concerning the mediating role of the academic well-being of secondary school students in Kerman province. Thus, self-compassion and positive self-talk explain 0.67% of the variance in resilience through the mediating role of academic well-being.

Based on the findings of the research, among the methods of improving academic resilience and improving the academic well-being of students is strengthening self-compassion and positive self-talk.

The Validation of Life Skills Questionnaire can help to assess life skills in ten-year-old children; Therefore, the aim of this study was to evaluate the validation of the electronic form of the Life Skills Scale in ten-year-old children.

This study is a tool psychometry that the statistical population included all ten-year-old children in Kerman province. The number of samples was determined based on psychometric criteria to be 100 for the predictive validity section and 430 for the construct validity section. Research data were collected electronically through two questionnaires on the life skills of Cronin and Allen (2017) and the life skills of Sharma (2003) by sending the link of the questionnaire to the mobile phones of parents of children. Content validity, convergent, and construct validity methods were used to evaluate the validity of the scale. The reliability of the scale was assessed by internal consistency methods and class reliability.

The results of exploratory factor analysis showed that the researcher-made scale consists of eight factors and has good validity and reliability. The second-order confirmatory factor analysis also confirmed the eight-factor model. This questionnaire was administered along with the short form of the Sharma Life Skills Scale (2003) which had a significant correlation between the two questionnaires also Cronbach's alpha coefficient for all questions and dimension questions were all greater than 0.7. Therefore, Cronin and Allen Life Skills Scale (2017) with 43 items has good reliability and validity in 10-year-old Iranian children.

The Cronin and Allen Life Skills Scale (2017) questionnaire can be used to assess life skills in ten-year-old children.

 This study aims to evaluate the factor structure and validity of the electronic form of the Persian version of Behavioral Rating Inventory of Executive Functions (BRIEF) in male school students with learning disabilities.

 This is a psychometric study using the structural equation modeling. Participants included 100 male school students with learning disabilities in Kerman for assessing the validity and 430 male school students with learning disabilities for assessing the convergent validity. They were selected by a random sampling method. The data were collected electronically using the Persian BRIEF and Nejati’s Executive Functions Questionnaire (EFQ). The reliability was determined by assessing internal consistency and split-half reliability.

The results of exploratory factor analysis showed that the questionnaire had eight factors with good validity and reliability. The second-order confirmatory factor analysis confirmed the eight-factor model. The online Persian BRIEF score had a signifcant correlation with the EFQ score (P<0.001).

 The online Persian BRIEF can be used to assess the executive functions in male school students with learning disabilities in Iran.

In this study, the research method is descriptive of correlation and structural equations and the statistical population of the study includes all high school students in Kerman who were 7370 in the academic year 1399-99 and the research sample was estimated 380 people according to the multi-stage cluster sampling method. In this sampling method, a sample will be selected; which is probable and each sampling unit is a set or group of members. Data were collected through school adaptation questionnaires (Sinha and Singh, 1993), academic achievement (Salehi, 2014), Islamic lifestyle (Kaviani, 2009) and Western lifestyle (LSQ) (Lali, Abedi and Kajbaf, 2012), and The structural equation model was analyzed by correlation method using AMOS23 software and bootstrap technique. Results showed that the model has a good fit with regard to fitness indicators. The direct effect of school adjustment on academic achievement (0.43), on Islamic lifestyle (0.56) and on Western lifestyle (0.24) was significant. The direct effect of Islamic lifestyle on Western lifestyle (0.65) was significant on academic achievement (0.16) and the direct effect of Western lifestyle on Islamic lifestyle (-0.19) was on academic success (-0.19) was also significant. Also, the indirect effect of school adaptation on academic achievement mediated by Islamic lifestyle and Western lifestyle (0.18) was significant. Therefore, effective steps can be taken to improve academic achievement by guiding and guiding students in acquiring adaptation skills and teaching them a healthy lifestyle. Incorporating the concept of lifestyle improvement into the school curriculum helps students to play an effective role in the development of their community.

Depending on their job conditions, nurses experience various psychological problems that require problem-solving skills to solve them. Problem-solving helps manage anxiety and improve psychological health. Therefore, this study was conducted to investigate the prediction of problem-solving skills based on anxiety and the psychological health of nurses.

This study was a cross-sectional and correlational study. The statistical population of the present study consisted of all nurses in Kerman hospitals in 2019-2020. The sample consisted of 425 people who were selected by random sampling method and answered Beck Anxiety Inventory (1990), Goldberg and Hiller General Health Questionnaire (1979), and Heppner Problem Solving Questionnaire (1982). Subjects' scores were analyzed using descriptive (mean, standard deviation), and inferential statistics (correlation coefficient and linear regression) by SPSS-22.

Mean and standard deviation was in anxiety 22.20±4.80, mental health 29.46±5.46, and problem-solving 87.31± 7.43. The results showed that problem-solving skills had a significant negative relationship with anxiety (r= -0.412) and a positive and significant relationship with psychological health (r= -0.534). Anxiety 20% and mental health explained 16% of the variance of problem-solving (P <0.05).

Based on the findings of the present study, problem-solving skills in nurses can be predicted through anxiety and psychological health. Therefore, it is suggested that relying on training this component and strengthening it, reduce the level of anxiety and increase psychological health in nurses.

Mindfulness is a therapeutic process that refers to purposeful, non-judgmental attention, along with accepting and acknowledging experiences and living in the moment. This study was conducted to evaluate the effectiveness of mindfulness training on psychological distress and perceived stress in nursing students.

The method of this research was semi-experimental and pre-test-post-test method with control group. The statistical population of the present study consisted of all female nursing students of Rafsanjan University of Medical Sciences. The research sample consisted of 30 individuals selected by targeted sampling method and randomly divided into two experimental groups (15 people) and control (15 people). Perceived stress (2005) responded before and after the intervention. The experimental group underwent 8 minutes of 80-minute sessions (once a week) under the direction of Cabin Dabinchr('39')s mindfulness management (2000) and the control group did not receive any intervention. Subjectschr('39') scores were analyzed using mean, standard deviation and analysis of covariance using SPSS-22 software.

The findings showed that there was a difference between the scores of psychological distress in the pre-test (66.30±6.53) and post-test (89.88±7.12) (P <0.01). Also, a significant difference was observed in the perceived stress scores in the pre-test (28.31 ±4.46) and post-test (21.73 ± 5.24) in the experimental group after the intervention. This difference was not observed in the control group (P <0.01).

Mindfulness training is effective in increasing psychological hardship and perceived stress. Therefore, this type of training can be used to reduce the stress of nursing students.

One of the problems of nursing students is the reduction of psychological hardship and academic self-efficacy. Study was conducted to evaluate the effectiveness of mindfulness training on psychological hardship and academic self-efficacy.

The method of this research was semi-experimental and pre-test-post-test method with control group. The statistical population of the present study consisted of all female nursing students of Rafsanjan University of Medical Sciences. The research sample consisted of 30 people selected by targeted sampling method and randomly divided into two experimental groups (15 people) and control (15 people) and responded to psychological hardship and academic self-efficacy questionnaire responded before and after the intervention. The experimental group underwent eight 80-minute sessions (once a week) for the treatment of mindfulness-centered management and the control group did not receive any intervention. Subjectschr('39') scores were analyzed using Chi-squar, T test and covariance analysis.

The results showed that the mean and standard deviation of psychological hardship in the pretest in the intervention and control groups were 76.30 ± 6.53 and 77.18 ± 6.54 and in the post-test of the intervention and control groups were 102.88 ± 7.7 and 76.68 ± 6.15. Also, the mean and standard deviation of academic self-efficacy in the pretest in the intervention and control groups were 65.55±5.74 and 66.33 ± 3.74 and in the post-test of the intervention and control groups were 82.82 ± 6.12 and 65.82 ± 3.61. Therefore, in the experimental group, the scores obtained were significantly different compared to the control group (p <0.05).

Mindfulness training is effective in increasing psychological hardship and academic self-efficacy. Therefore, this type of training can be used to reduce the stress of nursing students.

This study seeks to investigate the structural relationships of the Islamic lifestyle and the academic success with the mediation through adaptation to school using the structural equation modeling.

The statistical population of the study was 7370 students, all senior secondary school students in Kerman, Iran. From among this population, 380 people (220 girls and 160 boys) were selected as a sample using the stratified random sampling method, and they answered three questionnaires: Kaviani’s Islamic Lifestyle (2012), Salehi’s Academic Success (2014), and Sinha’s and Singh’s Adjustment Inventory for School Students (1993). Data analysis was performed by path analysis method of structural equation modeling by the software of SPSS22 and AMOS16.

The findings showed that the path coefficient between the Islamic lifestyle variable and academic success in the complete-effect model without a mediating variable was significant. Furthermore, these findings confirmed the direct effect of Islamic lifestyle on academic success, and the variable of the adaptation to school mediated this relationship.

Accordingly, to increase these two characteristics, it can be suggested that measures be taken to promote the components of the Islamic stylization of students.

One of the most essential psychological characteristics of a healthy individual is a sense of wellbeing. Academic wellbeing is among the factors that play a significant role in increasing studentschr('39') academic performance. One of the variables affecting academic wellbeing is academic stress. Studies suggested that personality traits are associated with academic wellbeing. Academic wellbeing could effectively reduce academic stress and test anxiety. For this purpose, the existence of healthy personality traits in learners is required. Therefore, the present research aimed to predict academic wellbeing based on academic stress and personality traits in students.

This was a correlational study. The statistical population of this study included all students of Islamic Azad University of Kerman Province, Iran, in the academic year of 2019–2020 (N=22907). In total, 400 students were selected as the study sample by a stratified random sampling method. The Perceived Academic Stress Questionnaire (Zajacova et al., 2005), NEO Personality Inventory (Costa and McCray, 1992), and Academic Wellbeing Questionnaire (Tuominen–Soini et al., 2012) were used for data collection. Pearson’s correlation coefficient and multiple regression methods were employed in SPSS for data analysis.

The current study results indicated that academic stress was associated with academic wellbeing (–0.585). Furthermore, among personality traits, extraversion suggested the highest correlation (0.635) with academic wellbeing. Academic stress and personality traits could predict academic wellbeing. Academic stress, with regression coefficient value of B=0.203 (p=0.003), neuroticism personality traits with the value of B=0.412 (p<0.001), extraversion with the value of B=0.325 (p<0.001), openness to experience with a value of B=0.521 (p<0.001), agreeability with a value of B=0.254 (p<0.001), and conscientiousness with a value of B=0.278 (p<0.001) could directly predict academic wellbeing in the explored students.

According to the obtained data, by reducing the level of stress and improving personality traits, academic wellbeing could be increased. If students feel stressed, as a struggle after recognizing their dominant personality traits, their motivation to learn increases; however, if it is too high and threatening, it could lead to academic failure and prevent the emergence of talents and potential abilities and the flourishing of their creative ideas.

One of the most essential psychological characteristics of a healthy individual is a sense of wellbeing. Academic wellbeing is among the factors that play a significant role in increasing studentschr('39') academic performance. One of the variables affecting academic wellbeing is academic stress. Studies suggested that personality traits are associated with academic wellbeing. Academic wellbeing could effectively reduce academic stress and test anxiety. For this purpose, the existence of healthy personality traits in learners is required. Therefore, the present research aimed to predict academic wellbeing based on academic stress and personality traits in students.

This was a correlational study. The statistical population of this study included all students of Islamic Azad University of Kerman Province, Iran, in the academic year of 2019–2020 (N=22907). In total, 400 students were selected as the study sample by a stratified random sampling method. The Perceived Academic Stress Questionnaire (Zajacova et al., 2005), NEO Personality Inventory (Costa and McCray, 1992), and Academic Wellbeing Questionnaire (Tuominen–Soini et al., 2012) were used for data collection. Pearson’s correlation coefficient and multiple regression methods were employed in SPSS for data analysis.

The current study results indicated that academic stress was associated with academic wellbeing (–0.585). Furthermore, among personality traits, extraversion suggested the highest correlation (0.635) with academic wellbeing. Academic stress and personality traits could predict academic wellbeing. Academic stress, with regression coefficient value of B=0.203 (p=0.003), neuroticism personality traits with the value of B=0.412 (p<0.001), extraversion with the value of B=0.325 (p<0.001), openness to experience with a value of B=0.521 (p<0.001), agreeability with a value of B=0.254 (p<0.001), and conscientiousness with a value of B=0.278 (p<0.001) could directly predict academic wellbeing in the explored students.

According to the obtained data, by reducing the level of stress and improving personality traits, academic wellbeing could be increased. If students feel stressed, as a struggle after recognizing their dominant personality traits, their motivation to learn increases; however, if it is too high and threatening, it could lead to academic failure and prevent the emergence of talents and potential abilities and the flourishing of their creative ideas.

Social skills are a fundamental link to all aspects of the life of children. This research was designed with the aim of designing a social skills model based on the role of the growth components of the language received by mediating the theory of mind in children ages four to six years old. The research method was field research. The population of this study consisted of all preschool children in Shahrbabak number of 750 people. Using Cochran's formula, the sample size was 104 and based on multistage cluster sampling method Was considered. The research tool was Told-3 language development test, Social Skills Rating Scale (ROSS), which included two forms of teachers and parents, and the theory of mind was the social component of the Nepssy2 test. Data were analyzed using SPSS version 23 and AMOSS ed. 24 software. The results showed that there is a significant relationship between the components of the growth of the language and the components of social skills by mediating the theory of mind, and the components of the language received contribute to the development of the social skills of the children. Based on the results, a model for improving the level of social skills of children was developed based on the role of the components of the language received through the mediation of the theory of mind.

The Chahfiruzeh porphyry copper deposit is located at 35 Km northwest of Shar-e-Babak in Dehaj–Sarduieh part of the Urumieh- Dokhtar magmatic arc (UDMA). The world class porphyry Cu deposits, such as Sarcheshmeh, Meiduk, Sungun and several other Cu-porphyry in the UDMA have been numerously studied, for example: Boomeri, et al., (2009, 2010), and Asadi et al., (2014). The Chahfiruzeh Cu porphyry is divided into two parts of the southern and northern deposits. The southern deposit was studied by Hezarkhani (2006), and Sheikhzadeh et al., (2011). This paper studies the northern part to distinguish mineralized rock units, alteration types, mineralization style, ore mineralogy and geochemical characteristics. Geology of the northern part of the Chahfiruzeh area consists of upper Cretaceous-Eocene andesitic lava, pyroclastic and volcanoclastic rocks that have been intruded by Oligo-Miocene intermediate stocks and dikes (Dimitrijevic, 1973). Neogene rocks in the area are mainly alkali basalt to dacitic domes and Quaternary alluvium deposits. During the field studies more than 100 samples were taken from the boreholes and outcrops. Among them 25 thin sections and 39 polished sections were studied by microscopic methods, 6 samples from the alteration zones, 8 samples from the less altered rocks and 25 samples from the mineralized rocks were examined and analyzed by XRD, XRF and ICP-OES, respectively. The analyses and XRD data are presented in Tables 1, 2 and 4. The igneous rocks in the northern part occur as extrusive and intrusive. The extrusive rocks are dacite and andesite and intrusive rocks are diorite, granodiorite and quartzdiorite. They are porphyry in texture and high-K calc-alkaline in magmatic series. The main mineral in all rocks is plagioclase that has variable size, shape and texture. K-feldespar, amphibole, biotite and quartz are other primary minerals in the study rocks. Biotite, quartz, and K-feldspar occur also as secondary minerals that are associated with chlorite, sericite, clays minerals and sulfide and oxide minerals. Mineralization can be usually divided into the two hypogene and supergen types. The hypogene mineralization occurs mainly as silicic veinlets and disseminated in the intrusive porphyries and volcanic rocks. The silicic veins are in eleven types as follows: 1) quartz + chlorite + pyrite, 2) quartz + chlorite , 3) quartz + pyrite , 4) quartz , 5) chlorite , 6) pyrite + chalcopyrite + quartz , 7) quartz + magnetite , 8) pyrite , 9), chalcopyrite , 10) quartz + chalcopyrite + bornite, 11) molybdenite. The hypogene sulfides are pyrite, chalcopyrite, bornite and molybdenite that are associated with magnetite, hematite and ilmenite. The pyrites and chalcopyrites occur in all parts of the mineralized area from the surface to the depth while molybdenites and bornites occur only in the deep depths. The supergene mineralization occurs as small outcrops of iron oxide and hydroxide, copper carbonate and clay minerals. The alteration zones in the mineralized area are potassic, propylitic, phyllic and argillic. The main alteration is potassic that is characterized by biotite, sericite and chlorite and numerous sulfide-bearing silicic veinlets with or without orthoclase and magnetite. The orthoclase is probably present as anhedral in some parts and around the plagioclase. The hydrothermal biotites are fine and thin in shape and occur in groundmass. Magmatic biotites are also present as euhedral to subhedral grains. The propylitic alteration observes only in the surface as an outer zone and characterized mainly by chlorite and epidote. Calcite and clay minerals are other minerals of this zone while sulfides are rare. The phyllic alteration zone is characterized by a higher proportion of sericite, quartz veins and pyrite than the potassic alteration in the marginal parts of the mineralized area. The argillic alteration zone occurs locally in shallow depths. Based on XRD analyses, each one of the clay minerals such as kaolinite, montmorillonite, illite and dickite, are dominant in some samples.
The alteration map of the northern part is presented in Fig.15 for two depths of 10 and 400 meters. The potassic alteration is the main alteration type in both levels. In level 10, the inner potassic alteration is surrounded by phyllic and outer propylitic alteration, while in level 400, the inner potassic alteration is only associated with the local phyllic alteration. Distribution of copper and molybdenum in different boreholes indicate that mineralization has occurred mainly in the potassic and phyllic alteration zones (Fig. 16). The copper shows similar contents from shallow to deeper depths while Mo contents are higher in the depths of more than 500 meters (Fig. 16).
The following features show that the northern part of Chahfiruzeh ore deposit is a porphyry Cu-type ore deposit: style, grade, size and shape of the mineralization, alteration types, associated calc-alkaline intrusive porphyries and the tectonic setting.

Learning disability means any disorder in which the following are less than expected: A person's academic achievement based on his or her age, and education and intelligence. The diagnosis is through reading and writing tests and calculations. The term "learning disorder" refers to the need to recognize and serve students who are incessantly failing in their classroom work, while at the same time they do not fit into exceptional age groups. Physical appearance, height, and weight indicate their normality. Their intelligence is more or less commonplace, they speak well, like other children play, and communicate with others like their peers. They help at home and well done delegated tasks. However, they cannot stream information to express and, in particular, write. So according to the general characteristics of these students, they can be placed in a new group called Student Disorders and said that these students impaired in one or more psychological processes that are perceived through oral or written language. Researchers have identified four parenting styles in their efforts to find common characteristics of parenting. However, each parent has a unique relationship with his or her child. Marital satisfaction is one of the factors affecting the family's stability and endurance, as well as the mental health of the spouses and children as well as the community. In marital relationships, several factors make married couples happy and increase health, economic development. However, if there is no adaptation, these positive aspects are eliminated and cause many problems in both individual and social terms. The purpose of this study was the investigation of the role of Parenting style and marital satisfaction in reading the function of particular learning disorder. This study was correlational. The population was all of the students with a particular learning disorder. That 95 students were chosen by cluster sampling. The questionnaire of reading dyslexia test and marital satisfaction (Enrich) and parenting style (Baumrind) distributed. The Enrich Marital Satisfaction Questionnaire, which was prepared by Olson (1998), consists of 12 scales: contractual response, marital satisfaction, personality issues, marital relationship, conflict resolution, financial monitoring, leisure activities, Sexual relations, marriage and children, relatives and friends, the roles of egalitarianism and ideological harmony. The Questionnaire Bamarind (1973), is translated by Hossein Pour (2002) and measures parental parenting practices in three dimensions. The data were analyzed by Pearson correlation and regression. The data show that there is a positive correlation between marital satisfaction and authoritative parenting style with reading function (p<0.05), and there was a negative correlation between authoritarian and permissive parenting style with reading function (p<0.001). According to result and the importance of parenting style and marital satisfaction in reading function in children with specific learning disorder attention to these subjects were recommend to all professionals in these fields.

The purpose of this study was to investigate the effectiveness of acceptance and commitment therapy to increase self-esteem and endurance distress in students with social anxiety disorder in the second secondary school. Instead of focusing directly on the change in psychological events, this intervention seeks to change the functioning of these events and their relationship with them through strategies such as acceptance or fault cognition. This study was a semi-experimental, pre-test and post-test with the control group. The statistical population included high school students in Tehran; 60 of them were selected and randomly divided into two groups of 30 subjects. Three standard questionnaires of self-esteem, social anxiety, and disturbance tolerance used to measure dependent variables. All statistical stages performed using SPSS software. Data analyzed by multivariate covariance analysis. The findings of this study showed that the acceptance and commitment therapy on students with social anxiety disorder in secondary school, cause increasing in total compassion (F=142.19, η=0.72, p<0.05), and total disturbed tolerance (F=325.88, η=0.86, p<0.05). It can be concluded that acceptance and commitment therapy (ACT) can be used as an effective approach to increasing the mental health of students.

Balanced amplifiers, using two quadrature couplers in their structures, are usually used in microwave integrated circuits for high power or low noise and wide-band applications. For an instance, the balanced amplifiers are appropriate for transmitters/receivers of large phased array radars used in air and space radar systems. In this paper, several microwave power combiners/dividers such as Lange coupler, Wilkinson power divider and branch-line coupler are used to design and simulate a balanced low noise amplifier (LNA) and then the results are compared with single-ended low noise amplifier. The balanced low noise amplifier with two-stage Wilkinson power divider/combiner is preferred to other circuits regarding to noise figure, frequency bandwidth, stability and easy implementation. The measurement results of the fabricated balanced LNA show that the gain is 12 dB with the flatness of ±0.5 dB over the frequency range of 9-11 GHz. In addition, the input and output return losses are more than 15 dB and 10 dB, respectively. The noise figure, measured by Y-factor method, is 1.3 dB at 10 GHz.

Regarding the importance of addiction in our societies, this study has been carried out to investigate the relationship between personality disorders and addiction severity. Methods and materials: 248 addicts (135 opiate dependents and 113 stimulant dependents) chosen by convenient sampling method in 2013 were participated in this study. All participants were from patients referred to Addiction Treatment Clinics in Tehran, Iran. Data collecting process was accomplished by means of clinical interview based on DSM-5 criteria for Substance Use Disorders, Iranian version of Addiction Severity Index, and Millon Clinical Multiaxial Inventory – III. Data were analyzed by Pearson correlation using SPSS version 21. There was a significant correlation between cluster A and legal status (p<0.05), cluster B and alcohol use, drug use, legal status, and psychiatric status (p<0.05), and cluster C and alcohol and drug use (p<0.05). Personality disorders in cluster B are stronger predictors for addiction severity and suggests specified treatment requirements in comparison with other groups.

The purpose of the study was to develop and present a guidance pattern of curriculum development based on the awareness of faculty members about major factors of curriculum planning in Islamic Azad University (Kerman branch). Statistical population for this field research was all 226 faculty members of Islamic Azad University of Kerman. A sample population of 144 faculty members was chosen through simple random sampling method. The instrument for gathering data was researcher questionnaire، used after determining its validity and reliability (validity 0. 91 and reliability 0. 96). By using SPSS software، frequency tables as well as chi-square test were used to analyze data. Research findings suggest that theamount of awareness of faculty members about needs assessment، the method of choosing educational goals، the method of choosing content، the method of organizing content، the method of presenting content، adapting the time of presentation، using educational technology and evaluation method is in an average range، but the amount of awareness about the process of curriculum development in terms of patterns and hypotheses of syllabus is in an undesired and low range. So by the purpose of promoting the insight and the skill of faculty members towards the process of arranging syllabus and by emphasizing factors affecting different decisions in this context، the guide pattern of curriculum development for faculty members has been presented as step by step stages and description of these stages.