Chickpea is one of the most important plants of the legume family and is very important in the diet. In order to investigate the genetic diversity of chickpea, an experiment was conducted with 18 chickpea genotypes in the form of a completely to investigate the genetic diversity of chickpea, an experiment was conducted with 18 chickpea genotypes in the form of a completely randomized block design. After acclimatization of plants to cold, freezing treatment was applied at temperatures of -6, -8 and -10 and their 50% lethality temperature (LT50) was determined by probit transformation. Before and after the habituation stage, a leaf sample was taken and the relative content of leaf water, photosynthetic pigments, proline, soluble sugar, protein percentage, catalase, peroxidase, polyphenol oxidase and greenness index were measured. Genotype number 5 with the lowest LT50 (-8.86) and the highest survival percentage (80%) was the most resistant genotype and genotype 10 with the highest LT50 (-3.57) and the lowest survival percentage along with genotype 15 were recognized as the most sensitive genotypes. In order to evaluate genetic diversity, DNA extraction was utilized and 21 different ISSR primers were used in the investigation. The results showed the presence of polymorphism among the cultivars studied. A total of 101 clear bands were produced, of which 94 were polymorphic bands. Polymorphic information content (PIC) was in the range of 0.332 (initiator 7) to 0.049 (initiator 16). The amount of gene diversity was between 0.126 and 0.977 changes. Cluster analysis of genotypes was done using Jaccard similarity coefficient and UPGMA method

In order to assess zebrafish swimming behaviour and colour preferences, 16 adult zebrafish were used individually using a T-maze model. Behavioural indices such as habituation time in the start box, approaching time to the decision area, the number of crossings and the time spent in each combination of coloured arms (green-red and blue-yellow) were calculated. Habituation time in the start box and approaching time to the decision area were 300 and 120 s, respectively. The results indicated that zebrafish have more crossings to the red arm and preferred red colour rather than green colour. (p < 0.05). But, there was no significant difference for the number of crossings in the blue-yellow combination (P>0.05). Also, the time spent in each combination of coloured arms was not significant (P>0.05). Based on the current results, zebrafish have the ability to discriminate between colours and the T-maze is a valid tool for assessing colour preferences in zebrafish.

The demand for mass housing has led to a focus on building structures while often neglecting the open spaces in residential complexes. Due to the educational and psychological importance of play and social interaction, children are particularly affected by the underutilization of these spaces. The lack of understanding of the concept of “Presence-ability,” which results in the creation of unplanned areas, highlights the urgent need to reevaluate the design of open spaces in residential complexes. This research aims to develop a model that demonstrates the relationship between the components of presence and the physical factors of residential complexes, as well as to understand the impact of each variable on “Presence-ability.” Drawing on previous studies and theories by Schultz and Heidegger, the research aims to identify the concept of presence, explore its components, and establish its connection to the physical characteristics of open spaces in residential complexes.

The research methodology consists of two distinct qualitative and quantitative stages. Initially, with qualitative approach, the study delves into existing literature and draws upon Schultz’s theory of ‘presence’ to differentiate it from the concept of ‘existence’. Subsequently, logical reasoning is utilized to explore the relationship between various dimensions of presence, such as function, comprehension and implementation, and then its subcomponents, including orientation, accustom, memory, and identification, in relation to physical factors within residential complexes. To ensure precise results and uncover correlations between variables, physical factors within residential complexes are categorized into fixed factors (mass and open space) and semi-fixed factors (outdoor furniture and children’s play equipment). Following this categorization, components are measured through a questionnaire distributed among selected complexes in Sari city, targeting parents of children residing in these complexes. Collected data is analyzed using Lertap software, with further examination conducted through multiple regression and ANOVA tests in SPSS software to assess the relationships between components within each case.

The research findings indicate that the “Presence-ability” of open spaces can be evaluated based on four key factors: orientation, familiarity, memory, and identification. Additionally, within these factors, the specific characteristics of the place and meaningful motifs in identification, spatial transparency and the sequence of signs in orientation, natural background, activities and events in memory, and recognition of physical changes along with the use of indicators in familiarity have the greatest impact on the “Presence-ability” of open spaces.

In conclusion, design solutions can be proposed based on the findings of the research to enhance the “Presence-ability” of open residential spaces for children, highlighting the significance of physical factors over non-physical ones. Key physical interventions may include removing visual obstacles such as trees, signs, and light poles, constructing a playground centrally or near residential blocks, installing lighting or other rhythmic elements, and creating guiding signs like color blocks, window frames, or façade materials to aid children’s orientation in the open space. Additionally, defining boundaries around the complex with walls, incorporating play equipment in various colors within the play area, and designing the play space with specific dimensions can help children personalize their surroundings. Other memorable elements could include the arrangement of blocks that encourage recreational activities and interactions among residents or peers, maximizing the use of green spaces through gardens, tree planting, and decorative pots, which can foster lasting memories for children. Finally, features such as fencing around playgrounds, allowing children to engage with their environment by planting flowers or modifying the playground to their liking, arranging play equipment in a peripheral layout, and constructing play areas with distinct geometric shapes are design solutions that can promote a sense of identification with the environment in children.

controlled Intellectual virtues are stable traits of human ego, that are used to examine the truth (the preoccupation of the mind). Zagzebski considered intellectual virtues to be the characteristics of an admirable intellectual personality that have two components of motivation and credible success. This article seeks to look at the nature of intellectual virtues and their educational implications in the teaching of thought through an analytical approach from Zagzebsky's perspective. While analyzes show that Admirable personality traits that are sufficiently acquired and controlled by the cognitive factor are valuable in themselves and should be developed with principles such as direct reference to examples, emphasis on the psycho-motivational structure of individuals and their admiration, the growth of critical thinking. He taught philosophy, creative creativity, and methods such as reading, narration, and direct imitation of virtues and virtues.