فهرست مطالب مهدیه رحیمی

This research aimed to explore the assessment of emotions and feelings of primary school students and investigate the relationship between teacher's classroom management styles and the level of student happiness. The statistical population included all first-grade classes in districts three, four, and six of Mashhad, with a sample size of 28 classes where internships’ students were present. The sampling method was convenience sampling. To measure classroom management styles, a researcher-developed questionnaire based on the Wolfgang and Glickman questionnaire, translated into Persian by Yazdi et al., was used. To measure the level of happiness, the Oxford Happiness Questionnaire developed by Argyle was employed. The content validity of each questionnaire was confirmed by three experts separately. The reliability of each questionnaire was assessed and confirmed using Cronbach's alpha coefficient, with a score of 0.86 for classroom management style and 0.82 for happiness. The results revealed no significant relationship between classroom management style and gender or between classroom management style and teacher experience. However, a significant inverse correlation was found between classroom management style and student happiness. Furthermore, an interventionist classroom management style exhibited a negative impact on student happiness. The novelty of this research lies in the selection of student age and the method of questionnaire response, transitioning from self-report to other-report. Finally, serious recommendations were provided to superiors, stakeholders, educators, future researchers, and teacher-researchers to promote student happiness and create new opportunities.

The purpose of this study was to investigate the challenges and solutions for an effective evaluation of Primary School students by new teachers, who were graduated from Farhangian University, in Shad Software. This study was conducted via qualitative approach using phenomenological method. Participants were selected by two methods of snowball and Criterion sampling to theoretical saturation boundary, 17 new teachers who were freshman at Farhangian University, in academic year 2012-2013. The participant who are new teachers in Mashhad were subjected to semi-structured interviews, in 2021. Transcribed interviews were analyzed via thematic coding. Lincoln and Guba criteria were also used to determine the reliability of the research. Findings revealed that there were 2 inclusive themes, 6 organizing themes and 14 basic themes, based on main challenges for doing an effective evaluation in primary schools by new teachers. Also main solutions for overcoming to these challenges can be categorize in 4 inclusive themes, 10 organizing themes and 27 basic themes. The results indicate that doing evaluation in Shad Software is one of the most difficult tasks carried out by new teachers. In a way that some of the evaluation challenges were so serious and new teachers didn’t have any idea or successful solutions, despite their best effort, to overcome them. But in the face of other challenges, by spending a lot of time and tolerating some work pressure, relatively they succeeded to perform a valid evaluation.

It is important to teach social participation and research about the role of the group in strengthening human interactions and the processes of teaching-learning and in classroom management. The purpose of this study is to review and improve the current situation by studying the performance of teachers in how to form a group in classroom management. This "retrospective" study based on the natural facts of the lives of teachers and their students in the classroom, was conducted during the years 1393 to 1398 in all seven areas of Mashhad. The "qualitative" research approach was "documentary-analytical" and the "content analysis" technique was used. The results of some of the theoretical foundations of this study confirm the benefits of group use, cooperation and collaboration in strengthening the sense of participation and enhancing learning processes, but field evidence in the classroom is not adapted with the results of another part of the theoretical studies that show except rare cases of teachers and students do not enjoy the benefits of grouping much in many classrooms. In this regard, various forms of grouping were identified and finally recommendations were made for future officials, teachers and researchers. The innovation of this research is in the way of using its data that no similar research has been done in this range of information data from real classes on this subject.

Bacteria are one of the causes of nail infections. Although nail infections are not always associated with a major health problem, their treatment, particularly in immunosuppressed patients could be chalenging. This study was conducted to investigate the prevalence of bacterial agents in patients with dystrophic nails referred to mycology laboratory of Razi Hospital, Tehran.
This was a cross-sectional study on patients with dystrophic nail. Samples were examined by both direct examination and culture. Blood agar and eosin methylene blue (EMB) agar media were used to culture and differentiate bacteria.
Of 700 dystrophic nail samples, 183 (26.1%) samples were diagnosed as onychomycosis. One hundred and four (56.8%) of the patients were female. One hundred and eighty-one patients had bacterial nail infection (25.9%), of whom 109 (60.2%) were female. Forty-six (6.6%) patients had both bacterial and fungul infections, of whom 32 (69.6%) were female. The most common detected agent was Staphylococci.
Bacterial infections can result in dystrophioc nails. If these infections remain untreated they can lead to nail loss. In most cases, treatment of bacterial nail infections is easier than fungul nail infections.

Diabetes mellitus is common endocrine disease cause learning and memory impairment. This study was done to evaluate the effect of quercetin on learning and memory in STZ-induced diabetic rats was investigated. In this experimental study, 40 male Wistar rats were randomly allocated into five groups: control, quercetin - treated control, diabetic and quercetin - treated diabetic (10 and 20 mg/kg/bw, intraperitoneally) for 14 days. Induction of diabetes was performed using 60 mg/kg/bw of streptozotosin, interapritonally. Passive avoidance and Y-maze tests were used for the evaluation of learning and memory. In passive avoidance learning, there was no significant difference in initial latency between diabetic and treated - diabetic groups. The mean of step latency in control group (383.57±19.26) significantly reduced to 128.86±10.38 in diabetic group (P<0.05). The mean of step latency in the treated diabetic group significantly increased in compare to the diabetic group (P<0.05). Step latency in quercetin - treated diabetic (10 mg/kg/bw) and (20 mg/kg/bw) groups increased to 316.67±23.76 and 397.50±31.21, respectively. The alternative percentage in diabetic group was significantly lower than control group (P<0.05), but in quercetin -treated diabetic groups it was higher than the diabetic group (P<0.05). Administration of quercetin for 14 days enhances the capability of the memory storage, recall and improves short-term spatial memory in STZ-induced diabetic rats.