فهرست مطالب محسن غفوریان

The aim of the present research was the effectiveness positive parenting program (triple-p) on relationship profile of mothers and deaf children.

Study procedure was semi-experimental with pretest-posttest design with control group. 40 mothers of deaf students participate in this study that selected random clustering from exceptional schools of Tehran provinces. Participants were divided into two experimental and control groups, each of which was consisted of 20 individuals. Experimental group received triple-p in 16 sessions lasting for 90 minutes, while control group did not. The instrument of present research was parent-child relationship scale (PCRS).

The results showed that experimental and control groups had significant difference, at least in one of the subscales of PCRS. The final results of MANCOVA showed that triple-p had significant and positive effect on interaction profile of mother-child (P<0/001).

Since parenting skills training can lead to enhancement of relationship profile of parent-child, planning for triple-p training has particular importance.

According to the latest definition presented by American Psychiatric Association within the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) published may 2013, a specific learning disabilities characterized as a neurodevelopmental disorder that affects individual learning. In this edition, the term “learning disability” was changed to the “specific learning disability” (SLD). Current approaches to the identification of learning disabilities are in transition. Indeed, this topic covers curriculum-based measurement (CBM), alternative research-based method, IQ- achievement discrepancy model and the response-to-intervention (RTI) approach. Because of delayed detection, the IQ-achievement discrepancy criteria are labeled as the waiting-for-failure model, excluded from the study and replaced by the RTI procedure. The identification process of students with SLD includes determination, referral, assessment and eligibility for special education. The study concludes with some guidelines for teachers and parents. However, identification approaches and stages, as well as recommendations for teachers and parents need to be paid particular attention.

This study presents a theoretical - practical mechanism to analyze the discourse spaces with a semiotic approach that could be used in communication research and cinematic studies. To do so, we first provide an overview of the theoretical bases of the “semiotic” approach to discourse analysis, along with the practical foundations of this approach. The semiotic approach seeks to penetrate the semantic depth and explore the unstable meanings of movies within the discourse framework; the discourse that, particularly in cinema, forms the spaces in which the meaning creation process happens.
This research, simultaneously and in relation to each other, studies two main categories of discourse spaces namely the elements of the physical and the emotional space by which it explores the meaning in each and all of the movie-shots. In order to provide further implications for this approach, the study analyzes “A Cube of Sugar”, a well praised and important Iranian movie that contains a considerable semiotic aspects. At the end we suggest some concluding points about this approach to discourse analysis with examples from the movie.

A slow learner (SL) student is one who has the ability to learn necessary academic skills but at a learning rate and depth is below average of the same age peers. A very big problem that teachers faces is the difficulty to interaction with the SL students. It is a challenging task for the teachers to tackle SL students and to make them learn the academic subjects. Handling them in homework and class work lead to teachers obtained appropriate cognition these children, dealing with them patiently, understanding their problems. Some of the teachers try to get the result by hook or crook through putting negative enforcement by punishing them. It is seemed that SL students are as weak students and pushed out of the school. But this is not the appropriate solution. The result of the action of the throwing the student out of the school paves the way to create a dark spot in the life of the victim student. If the teachers find appropriate time for study and think about these students, obtain the appropriate solution and comes into them education. This article aims at helping the teachers via appropriate and purposeful teaching-learning methods, until facilitate learning process SL students and improvement the learning capability.

It has not been precisely studied for its harmless effects of β-hydroxy β-methylbutyrate (HMB) in human yet and just a few studies have been done on its effects of the indices on the health in animal. The purpose of this study was to examine the effects of 8 weeks resistance training and consumption HMB (β-hydroxy β-methylbutyrate) on kidney parameters and body composition of untrained males. In this clinical trial, 24 untrained male students were selected and randomly divided to two groups. Group one took placebo (control n=14) and group two received HMB (case, n=10). The subjects were trained for 8 weeks, 3 sessions every week. Blood and urine samples were taken fasting, one day before and 2 days after resistant training. Creatinine and urea were measured and glomerular filtration rate (GFR) was also calculated. The weight and body composition of the subjects were analyzed by the body composition analyzer and the strength of lower and upper limbs were measured by the seat press and squat, respectively. Dependent and independent student t-test were used for statistical analysis. Supplemental group had significant increase in lean body mass (P=0.002) and significant decrease (P=0.006) in fat mass. In addition, HMB group had more increase in strength of one repetition maximum than control group. Furthermore, HMB supplementation caused significant decrease (P=0.036) in blood urea nitrogen in urine. HMB supplement had no effects on blood urea, blood creatinine, urine creatinine and GFR. Consumtion of HMB supplement causes an increase in the lean body mass and the strength of one maximum repetition and decrease in body fat of untrained subjects. In addition consumption of HMB for 8 weeks has no side effect on renal function tests.