s. faramarzi

Liquid hydrogen is a solution for storing and transmitting electricity that is produced by renewable energy sources such as geothermal energy. In this paper, a Rankine cycle with a proton exchange membrane electrolyzer, an ammonia absorption refrigeration cycle, and a hydrogen liquefaction cycle are simulated and analyzed for storing geothermal energy as liquid hydrogen. The power generated by the Rankine cycle is used to produce hydrogen gas in the electrolyzer. Additionally, the cooling obtained from the absorption refrigeration cycle is used to pre-cool the hydrogen gas to a temperature of -9.26 ℃, and then the hydrogen is liquefied at -253 ℃ by a mixed refrigeration cycle. The innovation of this study is based on using the cold energy obtained from the absorption refrigeration cycle in the liquid hydrogen production cycle and integrating the liquid hydrogen production process with the geothermal energy system. By using energy, exergy, and economic analysis, the final cycle efficiency was improved compared to the initial system. The special energy consumption of the liquefaction unit is 81.8 kWh per kilogram of hydrogen. In a three-year payback period, using economic analysis, the minimum selling price is calculated to be $2.11, which is lower than a similar liquid hydrogen production cycle presented in the past.

Using Hydrogen instead of fossil fuels has grown significantly due to its high energy density and zero carbon emission during consumption. The most economical method of storing hydrogen is liquefaction. In this study, after pre-cooling by the cold energy of the PRICO and liquefied natural gas (LNG) regasification systems, hydrogen gas enters the next stage and it liquefies by a mixed refrigeration cycle. The novelty of this cycle is based on the new design of a high-efficiency hydrogen liquefaction cycle which is using the cold energy of a LNG regasification process, in turn, results in less power consumption in the compression part and also less cost of power consuming for one kilogram of liquid hydrogen compared to that for a similar cycle. Energy, exergy, and economy analyses are implemented to investigate the proposed cycle. In the proposed hydrogen liquefaction cycle with the capacity of 14 tons per hour, the specific energy consumption (SEC) 15 % and payback period 20% decreased in comparison to the similar cycle.

The aim of this study was to determine the effectiveness of purposeful reading intervention based on response to the intervention on the academic attitudes of dyslexic students in Hamadan.

This research was a quasi-experimental study by pre-test, post-test design with control group. The study population included of third grade elementary school students with dyslexia. Subjects were selected by simple randomly sampling method. In this study were participated 30 students with dyslexia. Subjects were divided into two groups by randomly method (experimental and control group), each of which was consisted of 15 students. Experimental group received targeted reading intervention based on response to intervention in 12 sessions while control group did not. The instrument of present research was and Akbary Academic Attitude Survey (2004). The obtained data were analyzed by using multivariate analysis of covariance (MANCOVA) test.

T The results of multivariate analysis of covariance showed that in the post-intervention stage, the mean scores of academic attitude of the experimental group after the intervention was significantly higher than the control group.

The purposeful reading intervention training program improved the academic attitudes of dyslexic students.

There is not Unified Consensus a bout Academic Emotions of students with specific learning disorders. Some views believe that students with specific learning disorders have More negative emotions.  Some believe that students with specific learning disorders have More positive emotions. The purpose of this study was to survey and compare academic emotions (positive and negative) in students with specific learning disorders The method of the study was causal comparative. The statistical population of this study: were students with special learning disorders in Isfahan in the Academic year of 1997-98. Of these 60 were selected (20 students with Problem reading, 20 students with Problem writing and 20 students with Problem Math) with available sampling method. For data collection was used for the test of academic emotional (Pakran, 2002) and Wechsler Intelligence Test Edition 4 (Abedi et al,1386). Multivariate analysis of variance was used for data analysis. Results showed that there was a significant difference between students' anger Emotions with reading and math problems as well as reading and writing. There was a significant difference between the anxiety groups between the three groups of students Also, the Emotion of pleasure in students with writing difficulties was higher than the other two groups, but there was no difference between the three emotions in the rest of the emotions. According to the research findings, learning problems such as reading, writing and math problems also cause other problems such as emotional problems and academic emotional.

Positive psychology is a new psychology branch that focuses on positive traits leading to freshness, greater concentration, and individualschr('39') satisfaction. This study aimed to extract positivist psychology components and assess the effect of positivist content and theme on school education and improve teacherschr('39') and studentschr('39') psychological capital.

In this hybrid (qualitative-quantitative) research, the first positivist components and themes were extracted from Seligmanchr('39')s point of view using open coding, axial coding, selective coding steps, and a network of positive themes were drawn. Then, to assess the effect of positive psychological components and themes on teacherschr('39') competencies and their mental health and studentschr('39') personal and academic abilities, the opinions of 80 high school principals in Isfahan were evaluated using a researcher-made questionnaire. Data were analyzed by comparison of means and sample t-test using SPSS 19 software.

104 basic and five organizing themes were extracted from the texts of the Positive Psychology book written by Seligman; positive emotion empowerment, fascination (flow), positive relationships, meaning (goal), and achievement (success). Also, from the perspective of principals, positivist components and themes had a positive and above-average effect on improving teacherschr('39') positive mental characteristics, teacherschr('39') mental health and efficiency, teacherschr('39') organizational behavior and interactions, and improving teacherschr('39') abilities and studentschr('39') overall progress (p<0.0001).

Positive psychology has practical and useful components and themes to enhance teacherschr('39') abilities and mental health and can be taught by teachers in various curricula.

This study was aimed to examine the effect of sensory integration on improving Dysorthographia of students with Specific Learning Disability. The pretest-posttest experimental design with control group was used. Among the students with Specific learning disorders in the third grade of elementary school in Isfahan, who referred to the Learning Disabilities Center in the 2018- 2019 academic year, 32 students were selected with targeted sampling method and divided into a control group(n=16) and an experimental groups (n=16). The experimental group received sensory integration learning program for twelve 45-minute sessions. For collecting the data, Raven's Progressive Matrices, Spelling Disorder Diagnostic Test, Task analysis method and colored progressive matrices were used. Data was analyzed using covariance analysis. Findings have shown that there was a significant difference among scores for two groups (p < 0/001). Accordingly, it can be concluded that sensory integration training, similar to other fundamental learning skills, can be an effective approach in the treatment of improving dysorthographia. The findings suggest that our approach can be used by psychologists and educators, who work with learning and spelling disabilities in children.

Doughnut is a sweet sparkling snack which is produced chemically or by fermented or by combination of two methods. It is fried at high temperature. Doughnut is among the most popular sweeteners of wheat flour because of its high taste and high energy (Tan & Mitral 2006). Due to the high demand and the mechanization of Doughnut production, it is necessary to add suitable food additives to improve its nutritional value and enhance the technological and sensory properties of such a product. One of the compounds that can be used as a functional material in the baking industry is flaxseed (Linum usitalissmum). Flaxseed is known as a functional food, because it cantains α-linolenic acid (omega-3) and essential amino acids such as methionine and tryptophan. Fiber is another important ingredient in flaxseed, which reduces blood cholesterol, regulates blood sugar and prevents constipation and reduces the risk of colon cancer (Ganorkar & Jain 2013). Technological and textural properties of Doughnut can be improved by using various emulsifiers, such as DATEM (EC472), in addition to improving the nutritional value of this product using flaxseed, texture and consumer satisfaction. DATEM is a derivative of glycerol esterified with edible fatty acids, mono and di-tartaric acid (Dehgan Tnha et al. 2013). Bagherzade et al. (2018) the effects of the emulsifier diacetyl tartaric acid ester of monoglycerides (DATEM) and of the enzyme maltogenic α-amylase separately and combined on the quality and organoleptic properties of pan bread investigated. The results showed that emulsifier DATEM and α-amylase were effective in reducing density. In this regard, combined effects had better result than individual effect of them. Addition of enzyme and/or DATEM emulsifier improved the organoleptic quality of pan bread through reducing firmness and increasing flavor, chewiness, and porosity as compared to control samples.  The aim of this study was to investigate the effect of flaxseed powder as a functional food and DATEM as emulsifier on qualitative and sensory properties of Doughnut.

Thesamples were prepared according to the method described by Entazari et al. (2017). After 7 days of storage at cold room, the moisture content was meseared by drying in an oven at 103 ± 2 ºC, ash by burning in an electric furnace at 550 ºC to produce white color residue, protein using Kjeldahl method, specific volume using the seed displacemen method (AACC 2000), and the porosity and shell color indexes by Image J software (Wilderjans et al. 2008) and The texture was determined using a instran (Dehgan Tnha et al. 2013). Sensory properties were evaluated by 10 trained panelists. The attribute evaluation coefficient was from very bad (1) to very good (5). The results were analyzed using a completely randomized design with factorial trial with two factors and three replications using MSTAT-C software. The first factor was the amount of flaxseed powder in 4 levels (0, 5, 10 and 15%), and the second factor was the amount of DATEM as emulsifier in three levels (0, 0.25 and 50%).

The results showed that by increasing the amount of flaxseed powder in the Doughnut formulation, the moisture content increased (Table 4). This can be due to high water absorption ability of fiber in flaxseed (Ganorkar and Jain 2013). In this regard, the increase in moisture reported by Ganorkar and Jain (2013) in Cookie, Xu et al. (2014) and Marpalle et al. (2014) in Bread and Ayubi (2018) in cup cake containing flaxseed powder. Addition of DATAM as emulsifier, the moisture content of product increased (Table 4). Similar results have been reported by Dahgan Tnha et al. (2013). Also, the addition of flaxseed powder resulted in decreased porosity and specific volume of the final product after frying process. This can be due to presence of water soluble proteins in flaxseed which reduces the strength of gluten network and as a result the dough is not going to be able to retain the gas produced during baking process. In this regard, Khorsand et al. (2018) showed that with increasing soy flour and lentil flour, the porosity and specific volume of Doughnut decreased. Ayoubi (2018) also reported similar results with increasing the amount of flaxseed powder in a cupcake. Increasing DATEM as emulsifier improved the porosity and specific volume of Doughnut (Table 5). This can be due to the size reduction and the increase in the number of gas cells and its uniform distribution in the product texture (Ziobro et al. 2012). Brooker (2003) also stated that the addition of emulsifiers to the formulation of the baking products would uniformly distribute air bubbles, improve the specific volume and texture of the final product. The hardness of the samples increased with increasing flaxseed powder and decreased with increasing the DATEM as emulsifier (P <0.05). With increasing flaxseed powder, the apparent brightness decreased and the redness of the Doughnut shell increased (P <0.01). The presence of protein and sugars in flaxseed powder, increaseted brownishness color in samples due to the Millard reaction. The darkening of the bread crust color with the replacement of wheat flour with flaxseed powder reported by Ayubi (2018), Xu et al. (2014) and Mentes et al. (2008). While with increasing of DATEM as emulsifiers, the L* index increased and redness (a*) of the shell surface of Doughnut samples decreased (Table 6). The ability of Homogenization and create very fine emulsion droplets by DATEM as emulsifiers, resulted in whitening of the Doughnut (Kim and Walker 1992). Also, with increasing the flaxseed powder in the product formulation, the sensory score of the samples decreased. According to the opinion of the panelists, the treatments containing 5-10% of flaxseed powder had a better flavor than the control sample (Table 7). Probably the reason for the increase in the flavor of the Doughnut contaning less amounts of flaxseed powder was the presence of nutritional compounds, unsaturated fatty acids and aromatic compounds in flaxseed, but at higher concentrations, due to the presence of fiber and gumy compounds, the flavor of the product is covered. The similar results reported by Ganorkar and Jain (2013) on the cookie containing flaxseed. With increasing the DATEM as emulsifier in Doughnut, the score of sensory evalulation of samples increased (Table 7). The overall acceptance score of Doughnut containing 0.25 and 0.5% DATEM compared to the control sample was higher (Table 7), which was in agreement with the results obtained by Dehghan Tnha et al. (2013).

According to the results obtained in this study, the use of 5 to 10% of flaxseed powder and 0.5% of DATEM as emulsifier for production of Doughnut with acceptable qualitative and quantitative properties is recommended.