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The research literature indicates that 70 to 90 percent of workplace learning takes place in an informal manner. Meanwhile, informal learning may not be effective due to its unstructured nature and limitations. Using task-centered learning models that focus on learning based on real-world problems and tasks could be beneficial in this area. This study was conducted to propose a conceptual framework for designing informal workplace learning based on task-centered learning. For this purpose, two preliminary studies were conducted using the qualitative meta-synthesis method. These studies were conducted to identify the most significant components of task-centered learning and informal workplace learning. Both studies employed the meta-synthesis approach recommended by Sandelowski and Barroso (2006). The findings revealed that many commonalities of the conceptual frameworks of task-centered learning and informal workplace learning provide the possibility of developing a common conceptual framework. The resulting conceptual frameworks (TC-IWL) include five main components and 15 sub-components: Learning stimulus (stimulus authenticity, contextual stimulus, competency-oriented stimulus, stimulus sequence and stimulus variety), workplace action (understanding the new experience, context consistency, and additional practice), support and guidance (peer coaching, multi-source feedback, second-order scaffolding, demonstration, and clarifying), self-direction (self-scaffolding and self-evaluation), and reflection on action.

Seasonal breeding mammals are sensitive to changes in day length. Thus, in small ruminants from temperate and subtropical latitudes, photoperiod is the main environmental factor that modulates their pattern of reproductive activity (Duarte et al., 2010). However, natural oscillations in the photoperiod or alterations by artificial photoperiod can lead to changes in milk production in ruminants with seasonal and non seasonal reproduction (Dahl et al., 2000). Exposure to artificially shortened photoperiods during the dry period increased their milk yields in the subsequent lactation (Auchtung et al., 2005; Mabjeesh et al., 2007). In the 12 wk of subsequent lactation, greater milk yields have been reported for does that received artificial short days during the dry period than those that received long days (Mabjeesh et al., 2007). Many livestock breeders in cold regions keep their animals in closed places in late autumn and during winter. In the closed position, the amount and intensity of light can be controlled. Short day length at the end of the pregnancy period is associated with increased milk production in lactating animals, but there is no information in this field for native goats in the country. Therefore, the aim of this research was to investigate the effect of reducing the length of the lighting period in late pregnancy on milk production and related hormones in black goats native to Chaharmahal and Bakhtiari province.

The work was conducted in the Farsan city (50º and 35' minutes of longitude and 32º and 16' of latitude and 2020 meters above sea level) located in Chaharmahal and Bakhtiari provinces. 40 indigenous black goats were randomly assigned to one of the following two treatments. Treatment 1: control; Female goats that were exposed to natural day length during pregnancy (20 heads). Treatment 2: Female goats that were exposed to short day length (8 hours of light and 16 hours of darkness) during the last 45 days of pregnancy (20 head). The female goats of two different treatments were reared in two separate locations of the same size with the same environmental and management conditions during the late pregnancy period (experimental period). The quantity and quality of feed was similar for both groups. After giving birth, all female goats were exposed to natural day length. Hand milking was done at one week intervals from one week to one month after birth. Blood samples were taken from jugular vein at the beginning of the experiment, 20 days before parturition, at the time of parturition, 15 and 30 days after parturition.

In the first week, milk production in the experimental treatment was 11% more than the control treatment, but in the second, third and fourth weeks, this superiority reached 13, 16 and 21%, respectively. On average, milk production in the experimental treatment was 15% more than the control treatment. In dairy goats, it was reported that milk production in the subsequent lactation period was 26% higher in goats that were exposed to short day length conditions in the last third of their pregnancy than goats that were exposed to long day conditions at the same time (Mabjeesh et al., 2007).The interaction between the treatment and the milk measurement time was not statistically significant. Milk production peaked in the third week in the control group and in the fourth week in the experimental treatment. Changing the duration of lighting at the end of pregnancy did not have a significant effect on any of the milk compounds on the seventh, fourteenth, twenty-first and twenty-eighth days of lactation. Normally, the composition of milk is not affected by photoperiod (Mabjeesh et al., 2007).The amount of prolactin hormone in the control treatment 20 days before delivery was higher than the amount of prolactin hormone in the experimental treatment at the same time (p<0.05). It has been found that short day length reduces the secretion of prolactin (Smith 1998). In both treatments, the amount of prolactin hormone increased from 45 days before delivery to 30 days after delivery. At the time of parturition, the amount of prolactin hormone in female goats of both treatments was similar. Within each treatment, the amount of prolactin hormone in female goats 15 days after giving birth was higher than its value at the time of giving birth, and the amount of prolactin hormone at the time of giving birth was higher than its value at 20 days before giving birth, and these differences were statistically significant (p<0.01). However, within each treatment, the difference in the amount of prolactin hormone in female goats between the 30th and 15th days after birth was not significant. The interaction effect of treatment and prolactin measurement time was statistically significant (p<0.05). Within each treatment, the amount of prolactin hormone in female goats 15 days after giving birth was higher than its amount at the time of giving birth, and the amount of prolactin hormone at the time of giving birth was higher than its value at 20 days before giving birth, and this difference were statistically significant (p<0.01). However, within each treatment, the difference in the amount of prolactin hormone in female goats between the 30th and 15th days after birth was not significant. The interaction effect of treatment and prolactin measurement time was statistically significant (p<0.05). The average melatonin hormone before and during delivery in treatment 2 was higher than the control treatment (p<0.01), but after delivery the difference between the two treatments was not significant. The amount of IGF 1 hormone in female goats of both treatments decreased from 45 days before calving to the time of calving and then increased.The amount of IGF-1 hormone in the experimental treatment was higher than the control treatment in 20 days before delivery (p<0.01) and at the time of delivery (p<0.05).

As a result, reducing the length of the lighting period at the end of pregnancy increases the milk production of native black goats in the subsequent lactation period.

Given the significance of classifications in the theory of Islamic humanities, the primary aim of this study is to scrutinize existing classifications of religious sciences and propose a new conceptual classification based on goal-oriented perspectives in religious sciences. The research methodology employed in this paper is classification, serving the main objective of the research. To achieve this, various classifications of religious sciences based on three criteria (comprehensiveness and exclusivity, differentiation of categories, and a unified basis) were examined and critiqued. The findings revealed deficiencies in existing classifications concerning comprehensiveness, having a unified basis for classification, and differentiation of categories. Analysis of the basis of classifications showed that most classifications of religious sciences have centered on methodological discussions as the basis for classification, requiring focused attention and thorough investigation. However, a more fundamental issue in the production of religious sciences is the consideration of the goal and goal-orientation in Islamic humanities. None of the classifications have addressed the examination and categorization of approaches from the perspective of the 'goal and ideal of producing religious sciences.' In light of the critique of existing classification criteria, the criterion of classifying assumptions of religious sciences can be considered as the 'goal and ideal of producing religious sciences.' Therefore, based on this new criterion and using the method of induction, two major approaches in religious sciences, namely the civilization-building approach and the approach independent of civilization, can be proposed as a new classification.

Nowadays, destination marketing strategies are used in cities in order to attract more tourists. One of the most important of these strategies can be mentioned branding using prominent signs and symbols of a city. The aim of present research is investigating importance of branding in development of urban tourism, this research has identified effective criteria and indicators for transformation of an urban symbol into a tourism brand with a descriptive-analytical method. Based on theoretical foundations and literature review, main influential indicators in branding tangible attractions of Tabriz city were identified and extracted. Then, using the fuzzy Delphi method, identified factors were screened. In next step, pairwise comparisons were made and sent to 15 experts and experts in field of tourism to answer. After receiving the experts' answers, 250 available tourists were interviewed and their questionnaires were evaluated using AHP method and weights of criteria were determined. Then options were ranked by TOPSIS method and appropriate element was selected to be introduced as tourism brand of Tabriz. Results of research indicate that according to multiple criteria considered by the experts, Blue Masque is the first place, Arg-e-Alishah is the second place, Maqbar al-Shoara is the third place, Municipal Building is the fourth place, El-goli Building is the Fifth and finally, Yanqin Tower is the last rank with the lowest score.

The purpose of this research was to develop and validate a tool to measure the effectiveness of the teaching process of student teachers in the 4th internship course.Content analysis was used to design the tool.First, the existing rubrics and textbooks of internship 4 in Farhangian University were analyzed and the semantic codes that included the concept of teaching effectiveness in its various fields(design, implementation, evaluation) were selected.66 semantic codes were extracted and after obtaining experts' opinions and making corrections, 66 items were reduced to 56 items.In the pilot implementation, the intended tool was implemented among a sample of 42 student teachers and the questions that needed to be revised were modified and finally, in the next step, 384 student teachers completed the questionnaire.The content validity of the research was confirmed by ten expert professors and its construct validity was investigated by factor analysis. Based on exploratory factor analysis with Varimax rotation, 56 items were placed in 4 factors, and these four factors in total explain 61.574% of the variance of the total scores. the results of the first and second confirmatory factor analysis and Cronbach's alpha coefficients supported the 4-factor structure of 56 items and confirmed its validity and reliability.

Educational inequality is one of the most pressing issues of our time, leading to differences in opportunities, resources, and outcomes for certain groups of students compared to others. The main question of the current research is that what policies have been developed in Iran during the six development programs after the revolution to develop equal educational opportunities and reduce educational inequality? By using the systematic review method, educational policies were examined from the perspective of 6 principles related to the legislative framework (prioritization, strategy selection, implementation solutions, specific implementation, having indicators and evaluation capability, appropriate implementation guarantee) and the results showed that in developing development plans The legislator paid limited attention to the priorities and despite the fact that in most of the articles and notes there is an approach to achieve the set goals, but the solutions are very general or no solutions are provided, the main executor of the government's decrees and the executive organizations had a lesser role, also in none of the programs. A specific executive guarantee for accountability was not specified from the point of view of the law.

Many economic and social theorists no longer agree that the purpose of corporations should be purely business. Their hypothesis is not complicated: In addition to economic responsibility, organizations also address social and environmental responsibility. Researchers have shown that "Human Resource Development" is one of the areas that can help organizations develop these responsibilities. The aim of this study is to find a link between human resource development and social responsibility, because despite the close relationship between the two, little research has been done on the nature of this link. To this end, we reviewed a corpus of domestic research through a systematic review and document analysis to determine how these two variables are linked. The content of the articles is categorized into two areas based on the main research question: first, the thematic classification of the research and second, the link between human resource development and corporate social responsibility. In the first area, the resources are categorized into three categories: a) the role of human resource development in the formation of corporate social responsibility, b) the role of human resource management in the promotion of corporate social responsibility, and c) factors that influence corporate social responsibility. In the second area, two types of linkages are identified, each operating at two levels: The first linkage (human resource development as part of corporate social responsibility), the second linkage (corporate social responsibility as part of human resource development).

This study, which was conducted by a qualitative and phenomenological method, aims to identify the competencies that MA graduated students of Educational Management need for educational leadership in the VUCA situation. In this regard, the data were collected by targeted sampling and semi-structured interviews with graduates of Educational Management about their experience of facing with COVID-19 crisis, and the expectations of their employers, views of faculty members and policy makers. The data were analyzed with conceptualization and categorization techniques. Highlighting the challenges of education management in the conditions of VUCA, 25 competencies were extracted which are needed for educational managers. These competencies which include self-regulation, self-leadership, self-efficacy, the ability to use the capacities of society, networking, adaptability, daring, resilience, having skills in emerging technologies, anxiety and distress management, and electronic education and learning management are neglected in most of the competency models for educational managers.

The statement of the second step of the Islamic Revolution is one of the most important policies and measures of Ayatollah Khamenei in moving forward with the Islamic Revolution, and the education system plays an important and essential role in realizing its horizon. Therefore, the aim of the current research was to identify the desirable indicators of the educational guidance and counseling system in the civilizational horizon of the declaration of the second step of the Islamic Revolution. The current research is a qualitative and descriptive research of an analytical and inferential type with the purpose of development. The method of data collection was documentary studies and the research tool was surveying. The studied example for calculating the indicators was reading the entire text of the second step statement document of the Islamic Revolution. For the calculation of descriptive-interpretive indicators, the point of view of 4 educational guidance and counseling specialists who had a history of working in education was used, and in the field of directional policies, Ayatollah Khamenei's statements were exemplified. The researchers used the content analysis method to analyze the data. In this research, based on the accurate and complete reading of the text of the statement of the second step, the data were counted and coded. In the first stage, the components were counted and in the second stage, the components were classified and the main categories were obtained. In the first stage, 33 components were identified, which were placed in two categories of indicators related to the guidance and counseling system and the requirements and guiding policies of the guidance and counseling system. In the second stage, the guidance and counseling system has six main categories of nurturer, helper, identifier (future-making), spirituality-oriented, preparer and provider of specialized services, and the requirements and policies of the guidance and counseling system in the form of five main categories of provider and They were classified as guaranteeing, deepening and institutionalizing, socializing, promoting and transforming discourse. The results of the present research in the field of developing the required models of education in order to respond to the needs of the country and the civilizational movement of the Islamic Revolution in the field of guidance and counseling, can be used by specialists and trustees of this sector of services.

This study aimed to explore the factors contributing to the misalignment between undergraduate accounting education and professional requirements in Iran and it could present expert perspectives on the essential educational components and curricula necessary to bridge this gap.

This research was done employing the grounded theory method. For this purpose, concepts and categories were extracted by using the theoretical sampling method and conducting interviews with 14 experts. The steps taken to conduct the research included formulating general research questions, interviewing experts, extracting concepts and categories and their specifications and dimensions, classifying categories using open, Axial and selective coding, and presenting the final research model.

The final model of the gap between undergraduate accounting education and professional needs in Iran was presented in the form of causal conditions, underlying conditions, intervening conditions, strategies, and consequences. Throughout this research, several critical factors were considered, including the evolving legal and regulatory landscape of the country, the rapid technological advancements, the globalization of the accounting profession, and quality-related issues in education. These quality-related concerns encompassed the infrequent changes and updates to curricula and educational materials in response to shifts in the economic and financial environment, as well as the need for ongoing professional development among university professors. Regarding the needs of the profession, it was identified as the causal conditions and factors of the gap. One of the most crucial strategies for mitigating this gap entails reevaluating the weighting and timing of certain course curricula, revising specific lessons and educational programs, enhancing educational materials, elevating the practical knowledge level of students, diversifying teaching methods, and ensuring the adequate supervision of professors' teaching. Additionally, creating an information technology infrastructure for educational purposes, expeditious approval and guidance on the implementation of standards by the audit organization, conducting both virtual and in-person training courses, and encouraging professors' active involvement in professional organizations are all essential measures to bridge the divide. The consequences of the implementation of the strategies include the existence of training courses for all students across the country and the observance of educational justice, the awareness of university professors about the changes that have occurred in the profession with their presence in professional organizations, and as a result, greater coordination between the profession and the university is employing expert professors suitable for each course in universities, using new educational methods, improving the level of students' practical knowledge, reviewing and revising the educational topics that are mentioned in detail in the text.

Due to continuous developments in financial markets, the gap between accounting education and the need for the profession is very important and it is necessary to periodically examine this gap and its causes. According to the strategies presented in this research, several suggestions have been made for some institutions related to the subject of the research. For example, regarding the educational planning committee, it is possible to mention the opportunity to create scope for members of the profession to determine educational curricula, weighting, and prioritization in educational curricula. Regarding the role of universities, efforts should be made to provide sufficient support to theses and theses in the field of education and provide sufficient funding to employ professional professors to teach some courses so that they can share their practical experiences with students in some applied courses such as auditing and or transfer tax laws. Establishing greater convergence of the audit organization with other government institutions such as the tax affairs organization to recognize the standards developed in the preparation of financial statements to reduce ambiguity in the application of some standards can be considered as one of the practical suggestions of this research and a factor to reduce this gap.

The purpose of research was investigating school principals’ professional development processes in Iran and England. This is a qualitatively comparative research using strategy of "different social systems, different educational outputs" for selection of selected countries. The method of data collection was documentary (primary and secondary sources) extracted from international databases and the Ministry of Education homepages of the two selected countries. Data analysis was through Bereday and Mill methods. The findings showed that, the policies and general principles of the principals' professional development programs are centralized with direct supervision of the Ministry of Education and its subordinate organizations. Other finding revealed that the implementation of professional development processes of school principals in Iran is mostly based on theoretical discussions, principals’ experience and organizational agency, while in England, individual agency is dominant and principals' professional development programs is mostly based on practice, experience and supervision of the primitive competencies of the school’s principal. Some programs of the England educational system in principals' professional development programs - such as establishment of the "National College for School Leadership (NCSL)", "National Professional Qualification for Headship (NPQH)" and development of qualifications- can be used to improve the Iran’s school principals professional development programs.

The present article was carried out to design and validate the communication model of teachers and the curriculum planning system in the process of developing and implementing the Primary school curriculum in Iran. The research approach was qualitative and the research method was theoretical research. To collect data, three strategies were used: a review of upstream documents, a review of countries' experiences, and interviews with curriculum planning and education experts. For this purpose, four upstream documents include the document on the fundamental evolution of education, the national curriculum document, the strategic document of the deputy of primary education and the set of approvals of the Supreme Council of Education, and the curriculum planning system of the four countries of Indonesia, Malaysia, Pakistan, and Australia were investigated. Also, interviews were conducted with ten professors of curriculum planning and familiar with the elementary school's curriculum in Tehran, Mashhad, Mazandaran, and Birjand universities in person or by phone. The selection of samples in each section was made purposefully. The data were also analyzed by thematic analysis. Validity of the data was achieved through triangulation and member checking, and Guba and Lincoln's criteria were used to increase the reliability of the data. The communication model of teachers and curriculum planning system was designed based on the eight stages of the process of developing and implementing the curriculum, as well as the components of the purpose of communication/ participation, the level of communication/ participation, communication/ participation structure, participants, and communication channels. In the end, to validate this model, a focus group meeting was held and necessary reforms were made. The communication model of teachers and the curriculum planning system facilitates teachers' participation in the curriculum planning process and causes the effective implementation of curricula.

The present research has aimed to find out how authorities see the boundaries of student involvement in the curriculum. To do so, first viewpoints of authorities on student involvement in the curriculum were described and categorized using documentary, library and conceptual analysis research methods. Subsequently, while criticizing the points of view provided, the aspects of student involvement in the curriculum which authorities agreed upon and had overlooked were indicated. Then, having examined the status quo, authorities' views on the boundaries of having students participate in the curriculum were pointed out. The participants in this research were thirteen authorities and policy-makers on curriculum who were selected purposefully based on their attitude toward student involvement in curriculum. The results obtained by analyzing authorities' points of view showed student involvement in the curriculum to be possible in all aspects of the curriculum. However, the theoretical and practical mechanisms required for students' actual involvement in the curriculum have not been prepared yet. Having conducted various studies, the negotiated curriculum model was determined to be an appropriate approach for students to participate in the curriculum, based on which a fundamental change in attitude toward students as "aware and effective individuals" who can be involved in the process of curriculum improvement has been pointed out.

Although students share many similarities, they are uniquely different in many ways. In the field of education, these differences are of crucial importance, and failing to heed them frustrates the realization of educational justice. According to international education policies, schools are expected to contribute to the promotion of justice and social equality through relevant curricula and justice-based processes. They play an essential role in providing equal opportunities by celebrating individual differences, interests, and abilities. Paying attention to the individual differences of students in schools can play an important role in upholding the purpose of education. Implementing a curriculum that recognizes individual differences through the personalization of learning can promote the goals of education. Many theories, including child-centered education (Dewey, 1902(, cognitive development theory (Piaget & Inhelder, 1972), sociocultural theory and zone of proximal development (Vygotsky, 1978), and the theory of multiple intelligences (Gardner, 1987) have all established theoretical foundations that highlight individual differences in education. Educational research, however, has not paid enough attention to these theories. The importance of individual differences and their implications for curriculum design have not been explored fully yet. Therefore, the present study aimed to investigate which theories supported the importance and inclusion of learners’ individual differences in curriculum design and what implications each of those differences could have for different elements of the curriculum. The present study used a qualitative method to design a school curriculum. For this purpose, six theories, including sociocultural theory, mastery learning model, brain-based learning theory, cognitive style theory, theory of learning styles, and theory of multiple intelligences, in the field of psychology were examined. Each of these six theories emphasizes the existence of individual differences between human beings from a different perspective. These six theories were chosen among others following educational experts’ recommendations regarding their importance to education and potential implications for the elements of the curriculum. To design the curriculum based on each of these theories, Akker’s (2003) curriculum spider web was used because of its comprehensiveness concerning different curriculum elements. This curriculum model has nine strings, including aims and objectives, content, materials and resources, learning activities, teacher role, assessment, time, location, and grouping, and a core called ‘rationale’, to which the other nine elements are ideally connected. To draw some implications for each of the above elements of the curriculum, each of the aforementioned six theories and their basic principles were examined. The initial implications drawn by the authors were evaluated and reevaluated to determine the final implications. The Delphi technique was used to validate the list of implications. That is, the implications extracted from each theory, along with the explanation of the theory and its principles, were presented to a relevant group of experts. Then, the list of implications extracted from the six theories underwent necessary changes based on the experts’ ideas and reflections. The experts were selected using purposeful criterion sampling. The criteria considered in this study for sample selection included relevant academic education, academic publishing (e.g., articles, books, etc.), and general expertise related to the six theories referred to above. After examining each theory and exploring its significance to the ten elements of the curriculum spider web, a final attempt was made to breathe diversity and plurality into the curriculum. It was explained to the curriculum planners that learners were different in basic areas, such as socio-cultural background and zone of proximal development (sociocultural theory), the time required for learning (mastery learning theory), brain structure and schema (brain-based learning theory), information processing: thinking, understanding, and remembering information (cognitive style theory), the preferred method of learning skills (theory of learning styles), and IQ profile (theory of multiple intelligences). The inferences as well as the principles, including the principle of the centrality of the learner, the principle of inclusive education, the principle of diversity and plurality, and the principle of flexibility, drawn from each of the theories were used to support the development of the curriculum and its elements so that it would be more in, rather than out of, tune with the real world of students and their interests. With the implementation of such a learner-centered and inclusive curriculum, education processes are hoped to operate more equitably and with greater accountability than traditional education systems. Ensuring that each student experiences the maximum opportunity to learn is a goal that should be promoted through individualization and personalization in policy and curriculum development.

Goat milk production is very important in Iran. Artificially extending day length affected milk production in several domesticated species. In the dairy cow industry, the use of photoperiod management is usual because it is a safe, non-expensive, and effective method to increase milk production. Dairy cows with late gestation exposed to short days produce more milk than cows exposed to long days. But, long-day photoperiod during early lactation increases daily milk yield. In contrast to cows, small ruminants such as goats have seasonal reproductive cycles and therefore their response to photoperiod may differ. To date, no study was conducted to evaluate the magnitude of the response of native goats of Iran to photoperiod. Therefore, the objective of this study was to compare the magnitude of the effect of artificially shortening and extending day length on milk yield in black native goats of Chaharmahal and Bakhtiari province in Iran.
Six weeks before the start of giving birth in the flock, 80 does whose parturition dates were close to each other were selected from a local black goat flock and each one was randomly assigned to one of the following four treatments (n=20 for each treatment). Treatment 1: Does exposed to natural day length during pregnancy and lactation (control); Treatment 2: Does exposed to natural day during the pregnancy period and exposed to long day length at the beginning of the lactation period; Treatment 3: Does exposed to short day length at the end of the pregnancy period and exposed to natural day length during the lactation period; Treatment 4: Does exposed to short day length at the end of the pregnancy period and exposed to long days at the beginning of the lactation period. Milk production and levels of prolactin, melatonin, and IGF-1 hormones were measured. The does were milked manually once a week at 07:00 starting one week after parturition. Before milking the does, their kids were separated for 12 hours. Blood samples (five mL) were collected at the start of the experiment, 20 days before parturition, parturition, 15 and 30 days after parturition from each doe via jugular venipuncture into a sterile evacuated tube and immediately placed on ice. Plasma was harvested by centrifugation at 2000 rpm for 20 min and stored at -20 °C until use.
In treatments 2, 3, and 4, the amount of milk obtained in each milking time increased until the third week of the lactation period, and then its increasing process slowed down. In the control treatment, the amount of milk obtained in each milking time increased until the third week, but the amount of milk obtained in the fourth week was less than that in the third week, although this difference was not statistically significant. The average milk obtained in four milking times for treatments 1, 2, 3, and 4 was equal to 868.5, 959.25, 1005, and 1085 mL, respectively. Over the monitored lactation period, the averages of milk yield in the second, third, and fourth treatments were 10%, 15%, and 24% more than that in treatment 1 (control). According to the results of this research, it was reported that milk production in goats that were placed in short-day length conditions in the last third of their pregnancy period was 26% higher than in goats that were in long-day length conditions at the same time. In another study, a 20% increase in milk production was reported in Saanen goats that were exposed to a long light period after giving birth. The amount of prolactin hormone in treatments 1 and 2 in 20 days before delivery was higher than in treatments 3 and 4 (P<0.05), but no significant difference was observed between treatments 1 and 2 as well as between treatments 3 and 4. At the time of parturition, the amount of prolactin hormone in all treatments was similar. At 15 and 30 days after delivery, the amount of prolactin hormone was higher in treatments 2 and 4 than in treatments 1 and 3 (P<0.01). Before giving birth, the amount of melatonin in female goats of treatments 3 and 4 was higher than in treatments 1 and 2 (P<0.01). Fifteen days after birth, the amount of melatonin hormone in female goats of treatment 2 was lower than that of female goats of treatment 1 (control treatment) (P<0.05), and the difference between other treatments was not significant. The amount of melatonin in different treatments was similar 30 days after birth. In the 20 days before parturition, the difference between the female goats of treatments 3 and 4 with those treated with natural day length (treatments 1 and 2) was significant (P<0.01) in terms of IGF-1 hormone levels. At 30 days after birth, the difference between female goats of treatment 4 and other treatments was significant in terms of the amount of IGF-1 hormone (P<0.05). According to the results of the present research, it has been reported that the long lighting period increases the concentration of prolactin and IGF-1 hormones. Decreased secretion of melatonin hormone with the increasing length of photoperiod has been reported in cattle and other animals. Increasing the duration of the light period reduces the time when melatonin secretion is at its peak.
In general, the application of a short light period before parturition and a long light period after parturition increased the amount of milk produced by female goats.

This article aims to examine and evaluate the curriculum of the academic discipline of Human Resource Training and Development from the perspective of ethics and social responsibility. The purpose of this article is twofold: first, to examine the place of ethics and social responsibility in the curriculum of Human Resource Training and Development and the importance of training courses on ethics and social responsibility in this discipline; and second, to highlight the potential of this academic discipline to minimize ethical misconduct in organizations.

This study is a qualitative study based on document analysis and interviews. In this article, three documents/groups were selected to gather information: 1) the curriculum of the academic discipline of Human Resources Training and Development; 2) master's students majoring in Human Resources Training and Development; and 3) Human Resources Development professionals working in organizations.

The results of the study show that ethics and social responsibility are marginal and largely neglected in Human Resources Training and Development curriculum. In other words, this discipline focuses on individual and organizational development. Although many scholars emphasize the role of human resource development in the "development of individuals, organizations, society, the nation, and all mankind" and in the "improvement of the organization and social development," these issues are not addressed in the curriculum of the discipline of Human Resources Training and Development in Iran. The analysis of the information we obtained from the students of Human Resources Training and Development revealed that they did not deal with issues such as ethics and social responsibility of organizations through extracurricular activities and additional training in classrooms and were not aware of these issues. The study of the third sample revealed that HRD professionals in the organizations were always concerned with ethical and social issues. However, they were not learning how to deal with these issues. Many academic human resource development programs do not have a clear strategy for training professionals to deal with ethical dilemmas and create an ethical workplace.

The purpose of this study was to study the lived experience of school principals of the professional development process in order to provide solutions to improve it in Tabadakan district of Mashhad.research

The research method was qualitative and phenomenological. Participants in the study were selected using purposive sampling method and the method of selecting the desired items, which included 22 sample principals of schools in Tabadakan district of Mashhad. In order to collect data, semi-structured interview method was used. Data analysis was performed using open and axial coding method.

The results of the study showed that based on the lived experience of successful managers, their development process have occurred in three main dimensions: 1) skills, 2) knowledge and information and 3) personality traits. Also, methods of professional development of school principals include individual methods (modeling, searching the Internet, exchanging opinions with colleagues, forming groups in cyberspace, reading different books, and daily evaluation and monitoring) and organizational methods Experience, internship, travel, board meetings and in-service classes).

The strategies identified to improve the process of professional development of school principals from their perspective fall into four main categories: 1) improving the design and planning of professional development opportunities, 2) supporting development activities, 3) proper evaluation of the development process, and 4 Encourage managers' development activities.

Sheep and goat meat is considered as one of the main sources of red meat in Iran. Lori-Bakhtiari sheep is one of the most important breeds among the native sheep breeds in Iran with a large population and acceptable meat quality and also adaptability to poor ranges. Weaning lambs is the removal of a milk-based diet, either provided by the ewe or milk replacement in a hand-rearing system, onto forage or grain-based diet. As with any management practice such as a change of diet or significant social change for the animal, the period may be stressful and careful management is essential. The time of weaning is very important in lambs since it affects feed consumption; growth performance and carcass characteristics of lambs. Range sheep operations traditionally have allowed lambs to graze with their dams until late spring or early summer. This poses a problem when severe drought conditions and forage availability is limited. Early weaning can provide some very appealing benefits: More pasture will be available to maintain the retained ewe flock if lambs and cull ewes are removed earlier in the year; The ewe’s nutrient requirements are reduced after weaning, which will cause ewes on pasture to eat less and lose less weight; Lambs use supplemental feed more efficiently for growth than ewes use it for milk production; Placing lambs in a feedlot will reduce predator losses. This study was conducted to investigate the effects of weaning age and rearing type on the growth performance of Lori-Bakhtiari male and female lambs. 150 Lori-Bakhtiari ewes were synchronized during the mating season and then randomly mated with Lori Bakhtiari rams. A total of 110 ewes gave birth in the lambing season with a range of 10 days, of which 113 healthy lambs (59 male lambs and 54 female lambs) were selected and studied at two months of age. The experiment was conducted in a completely randomized design. Male lambs were divided into six treatments including early-weaned fattening lambs (10 heads), early-weaned non-fattening lambs (10 heads), traditional weaned fattening lambs (10 heads), traditional weaned non-fattening lambs (8 heads), late weaned fattening lambs (10 heads) and late weaned non-fattening lambs (11 heads), and Female lambs were studied in three treatments including early weaning (17 heads), traditional weaning (20 heads) and late weaning (17 heads). Weaning of lambs in early weaning, normal weaning, and late weaning was performed at the mean age of two months, three months, and four months, respectively. The fattening of male lambs continued until the age of six months. Other non-fattened weaned lambs (male and female) were raised with their dams up to six months of age without access to the mother's breast. Lambs had access to dry forage (in winter) and wet forage (in spring and summer) in addition to milk before weaning. At birth, the weight of all lambs was measured and the sex and type of birth (single and twin) of lambs were recorded. The weight of all lambs was measured and recorded at two months and then monthly up to six months. Daily weight gain in monthly periods and final weight gain in lambs of different treatments were calculated. Data were statistically analyzed by SAS software and MIXED procedure. At three months of age, early-weaned fattening lambs were heavier than the lambs of other treatments (P<0.05). At four months of age, early-weaned fattening lambs weighed more than traditional weaned fattening lambs and traditionally weaned fattening lambs weighed more than male lambs in other treatments (P<0.05). At this age, the weight of male lambs in traditionally weaned non-fattening, late-weaned fattening, and late weaned non-fattening treatments was not statistically significant. Also, in five-month-old male lambs, the weight of early-weaned fattening lambs was higher than the lambs of other treatments (P<0.05). The five-month weight difference of lambs was not significant in non-fattening treatments. At six months of age, early-weaned fattening lambs weighed more than traditional weaned fattening lambs, and traditionally weaned fattening lambs weighed more than male lambs in other treatments (P<0.05). In general, at six months of age, fattening lambs weighed more than non-fattening lambs (P<0.05). There was no statistically significant difference in the weights of lambs of non-fattening treatments at the age of six months.In male lambs, early-weaned fattening lambs from two to three months of age gained 293 g / day, which was significantly higher than the lambs of other treatments in the same period (P<0.01). The average daily weight gain in male lambs from three to four months of age was higher in early-weaned and traditional weaned fattening treatments than in other treatments (P<0.01). In males and from two to six months of age, the mean daily weight gain in early-weaned fattening, traditionally weaned fattening, and late weaned fattening treatments was 242, 226, and 212 g / day, respectively, and the difference between early-weaned fattening and late weaned fattening treatments was significant (P<0.01). During these four months, the average daily weight gain was equal in the non-fattening treatments. During the same period, the mean daily weight gain in fattening lambs was higher than the average daily weight gain in non-fattening lambs (P<0.01).There was no statistically significant difference between female lambs in different treatments for weight at the same age. Also, there were no significant differences in terms of average daily gain in the rearing period between female lambs in different treatments. Data obtained in this study indicated that weaning of male lambs at two months of age and fattening them until six months of age had positive effects on their growth and final weight and weaning of female lambs at two months of age hadn’t a negative effect on their weight gain until six months of age.

The aim of the present study was to investigate the perceptions and lived experiences of school principals regarding professional development. This research was a qualitative phenomenological study. The participants in the current research Participants included school principals of Mashhad and authorities’ involved in the professional development of school principals (including: experts, planners, designers, and instructors) in Mashhad and Tehran education departments. Using the "purposive sampling" method, 25 people including 20 school principals and 5 Authorities’ were selected. Semi-structured interview method was used to collect data. In the present study, Lincoln and Goba's reliability model was used for validation. The results show that the methods of professional development of school principals are divided into two categories: formal and informal. The purpose and motivation of school principals to participate in professional development activities / programs were to: Improvement and upgrading of essential knowledge and skills; External / social acceptance; and Certificates and material rewards. Furthermore, the content of professional development programs was divided into two categories: general and specialized content. The consequences for the professional development of school principals were: informing; Synergy and cooperation; Mental flip; Practical pattern; the use of evaluation results

In response to the increasing demand for improving the professional competencies of medical graduates, significant changes have been made in learning strategies in medical education. A four-component instructional design as one of the task-oriented models emphasizes a set of actual learning tasks that physicians face. The implementation of this method can be effective in promoting professional competencies in medical education by eliminating the gap between theoretical and practical knowledge along with experiencing authentic learning tasks. Therefore, this study as a new experience was conducted to evaluate the effect of a four-component educational design on the learning, attitude, and practice of radiologists.

This experimental study was performed in the second semester of the 2019-2020 academic year on 50 specialized assistants in radiology who were randomly divided into two experimental (n=25) and comparison groups (n=25). Relatively, the data were collected using three tools to measure learners' attitudes toward learning, as well as the levels of learning and practice.

The results of this study as a new experience showed a significant difference between the experimental and comparison groups regarding the posttest scores after the implementation of the educational intervention. Moreover, the learners in the experimental group had more positive attitudes toward the learning environment and showed higher levels of learning and better practice than the comparison group.

The findings of this study showed that the educational intervention based on the four-component educational design led to the effectiveness and promotion of assistants' performance due to its realistic learning assignments in the clinical learning environment. Therefore, the use of this method is recommended in medical education.

One of the important cost items in mechanized tunneling is the cost of repairing or replacing the disc cutters that have suffered from normal wear during the boring of the hard abrasive rocks. For inspecting the health of the disc cutters, the boring operation shall be stopped, and after checking, the worn disc cutters may be replaced. In this work, the dynamic process of the TBM boring in the jointed rocks is simulated using a real-scale numerical analysis based on the rock fracturing factor using the discrete element method (DEM). The stress distributions induced within the disc cutters as well as the development of the plastic zones in the rock are investigated and compared with the actual results recorded in the Kerman water conveyance tunnel (KWCT). The numerical results indicate that the increase in the rock fracturing causes a decrease in the induced stresses and an increase in the size of the plastic zone. In other words, a higher penetration rate as well as more lifetime for disc cutters can be achieved in highly fractured rocks. Moreover, the average von Misses stress in the disc cutters in the highly fractured rocks is predicted about 16-23% less than stress induced in the slightly fractured rocks. Due to the TBM tunneling, the volume of the plastic zone as well as the actual penetration depth in the highly fracturing rocks are also about 40% and 42% higher than in the slightly fractured rocks under applying the same TBM parameters, respectively.

The aim of this study is to compare the anthropology Perspective of female students with proper hijab and improper veil.

The present research method was qualitative, thematic analysis. To this end, from the students of the Faculty of Literature and Humanities of the University of Guilan, the purposeful sampling was started and until the achievement of theoretical saturation was continued. A total of 14 female students with appropriate hijab and 14 girls with inappropriate veil were selected and interviewed in a semi-structured manner. Finally, interviews were analyzed by theme analysis method.

The findings showed that the anthropological view of girls with appropriate hijab was mainly based on components such as being a creature and being the caliph of God, having the divine spirit and inherent dignity, becoming a slave, gaining knowledge and Sakineh, and having a divine standard and following the commands of religion. The emphasis of girls with inappropriate hijab was on restlessness and self-actualization, genius, sociality, complex brain structure, centrality of individuality, conformity, custom and role modeling in various decisions.

Teaching the basics of Islamic anthropology from childhood to adulthood can be effective in shaping a variety of behaviors, including the hijab.

Based on the grounds giving form to teachers' professional identity in Iran's educational system, the present study aims to provide a framework to portray, with a power-based approach, the various kinds of professional identity which can be perceived for Iranian teachers. For this purpose, narratives were collected and the discourses were analyzed, which led to different kinds of issues regarding teachers' professional identity, all of which pointed out the influence of power in the creation of identity. Then, in order to organize the findings in accordance with an established theory, Michel Foucault's views and his approach to critical discourse analysis were used. Using documentary analysis, an episteme-like two-dimensional matrix was devised as a framework to display the various possible identities for teachers in the context of Iranian education. One dimension represents the elements constituting the powers residing over teachers' professional performance, while the other dimension depicts the different reactions teachers showed to these elements of power. When these dimensions meet, possibilities arise, each of which can symbolize teachers' identity. Therefore, the different kinds of identity systematically placed in the matrix-like framework of "power like protection" can be regarded as the main findings of this study, which can prove useful when it comes to explaining the range of changes in teachers' identity based on changes in power relations.