Dynamic and complicated circumstances of economic activities, and consequently increase in risks require an efficient analytical method of investment and financing decision making in which does not suffer from traditional methods shortcoming such as stationarity. Real option analysis developed in response to this requirement.
This paper provides a framework to study advantage of using real option theory in evaluating power generation projects in comparison to traditional methods. First, it uses abandon option and its different real option pricing methods, then compares to traditional methods. To compare traditional and real option methods, it uses Monte Carlo simulation.
The results show that real option pricing methods do not differ significantly, because when time steps increase, option value increases and all methods converge. Monte Carlo simulation results show that in real option methods risk decreases and return increases in comparison to traditional methods.

The purpose of this study is to combine quantitative results from research on the effects of distance education and its comparison with the traditional method on academic achievement of students by the application of meta-analysis. The statistical population of the study is all researches conducted in Iran on the impact of distance education and its comparison with the traditional method on students' academic achievement. In accordance with the criteria of the present study، 51 studies from total of 138 studies were conducted by using statistical analysis CMA V2. By using Cohen's d the average of the effects of distance learning method and traditional method were 0.98 and 0.47, respectively and then by using T-test was compared the effect of these two methods.By accepting the assumption of inequality of variances, the results indicates that between the effect of distance education and the traditional and traditional method there is a significant difference with a significance level of 0.02 which is less than 0.05 (sig = 0.001> 0.05) . In other words, distance learning students have more academic achievement than regular students.

Lymph node dissection is of prime importance for accurate staging of colorectal carcinomas. Since a great number of small lymph nodes are missed in the traditional method, several fat clearing solutions have been introduced for easier detection of smaller lymph nodes. In this study we evaluated the efficacy of a new fat clearing solution so-called lymph node revealing solution (LNRS) in colectomy specimens of patients with colorectal carcinoma from year 2000 till 2002, thirty five colectomy specimens with less than 4 metastatic lymph nodes received in the pathology department of IKMC, were selected and re-evaluated using the LNRS. By using this solution 456 additional lymph nodes and 16 more metastatic lymph nodes were detected resulting in upstaging of 3 patients from Duke’s B to C. In all patients categorized as Nx (regional lymph nodes not assessed) by the traditional method, lymph nodes were detected after employment of LNRS. The mean diameter of dissected lymph nodes was significantly smaller than the traditional method (0.268 versus 0.429, P<0.000001). LNRS in comparison with previous solutions is inexpensive, rapid and easy to use. We propose use of this solution in all Duke’s B and patients with no lymph node detection by traditional method.

The aim of present study was to predict post treatment space available of mandibular arch and compare this method of measurement with the previous methods. Pretreatment lower dental arch models of 33 patients attending to the department of orthodontics of Tehran University of medical sciences were randomly selected. Two conventional methods of brass wire and sectional way were done for estimating space available in traditional method. In predictive method two mathematical arch forms, βfunction and the sixth degree polynomial function were selected as the based arches. Post treatment arch perimeter predicted according to these arch forms separately and finally the results were compared with traditional method of brass wire. According to this study, two traditional methods are so closed to each other and also two predictive methods, but differences between traditional method and predictive methods measurements were considerable. Using of post treatment arch parameters would be useful to predict post treatment space available in arches, and also detecting arch form, the position of the teeth, the retention requirements and so on.

the teaching of arabic language in iran is always done by relying on traditional methods such as grammar - translation method, direct method, silent method and so on, so it has never been considered the elements of the language of learning, the characteristics of the parties, the characteristics of the parties, the conversation process, and the acquisition of information by and. using analytical descriptive method, traditional methods and modern teaching methods. the teaching of arabic language in iran is always done by relying on traditional methods such as grammar - translation method, direct method, silent method and so on, so it has never been considered the elements of the language of learning, the characteristics of the parties, the characteristics of the parties, the conversation process, and the acquisition of information by and. using analytical descriptive method, traditional methods and modern teaching methods Arabic language training; new approaches; spontaneous learning; learning by assistance

In the textbooks of prosody of schools and universities of the country, from the years after the Islamic Revolution until now, there has been a special method that is different from the traditional method of prosody. Taghi Vahidian Kamyar and Sirus Shamisa are two of the authors of these textbooks, whose books have played the most important role in teaching prosody in schools and universities over these years. Both of these authors, whose method is very close to each other, claim that their method is scientific and much simpler and more efficient than the traditional method. But since this method alone is not able to explain all the issues of prosody, they claim that they have combined this method with traditional method where necessary. Now, in this regard, the following questions are raised: Is the method adopted by these authors to teach prosody really a scientific, efficient and simple method and has it been able to solve all the problems of prosody and introduce students to Persian prosody completely? Is this method more efficient, accessible and convenient than the traditional method? Are the criticisms made by these authors on the traditional method correct? Has the method they have adopted really improved the traditional method or has it made it more complicated and difficult? Have these authors, as they have claimed, succeeded in combining the scientific method with the traditional method or not? In this speech, we have reviewed their books with a descriptive-analytical method and have shown that first of all, these two authors have accepted unconditionally the criticisms that some contemporary researchers such as Parviz Natel Khanlari, Masoud Farzad, Alul Saton and Abolhasan Najafi have made on traditional prosody and the suggestions that these researchers have made to improve the traditional method and they have followed them in their books while all these criticisms have not been appropriate and correct, and all these suggestions have not advanced in the direction of improving the traditional method. For example it has been appropriate and correct that they have placed the intersection on the basis of syllables instead of static and moving letters and have redefined foots and components of prosody on the basis of syllables, and have used the data of phonetics and phonology to explain prosodic issues and it has contributed to the simplification and accuracy of prosodic topics, but the efforts that these researchers have made with the intention of avoiding the complex issue of Zahafat from traditional method have not led to any success and have unnecessarily caused the proliferation of prosody components and the complexity of the meter classification method. Also, this acts have practically broken the relationships that the classes of meters have with each other in traditional prosody and have placed the bases of classification on the formal factors and disrupted the coherence of classification system. On the other hand, such acts of taste have caused an excessive increase in the number of prosody meters and confused the border of common and pleasant meters with rare and insignificant meters. In addition, in many cases, this critics have not been able to offer something better instead of the objections they made on the traditional method, and they have finally returned to the same things that they criticized. For example these researchers have said that only meters whose components are repetitive or alternating are balanced and they have tried very hard to scan all meters with repetitive or alternating components, but in the end they were forced to accept the meters that are intersected with three or four different components in their classification system. Secondly, in the places where these two authors have used the proposed new methods despite the traditional method, they have not explained basics and principles of these methods, and as a result, their words have come out without an introduction and vague. And it has caused students to wander. While the contents in the educational books should be cooked and tested and experienced and classic and approved by the professors of art. Any untested and unconsidered proposal does not deserve to be included in official textbooks. Thirdly, the method that these researchers have called scientific, in the other words, the method that is based on the data of phonetics and phonology, it is true that it is accurate and calculated, but it is very limited and undeveloped and incapable, and without the help of the traditional method cannot justify and explain many basic issues of prosody knowledge. While this two authors have claimed that wherever it was necessary, they returned to the traditional method and combined it with scientific method, not only did they not do this, but actually under pretext simplifying, many basic problems of prosody have been left unexplained and finally, they have referred the prosody students to the traditional books of prosody. It is obvious that if these prosody student were able to use the traditional resources of prosody on their own, they would no longer need a class, a lesson, a teacher and to get acquainted with a handful of raw and unconsidered suggestions. Fourthly, these authors have not correctly raised some prosody issues as required by their proposed method; for example, both authors have suggested that prosody students use Persian script for phonetic writing, while this task is actually difficult and causes many mistakes for beginners or, where they have placed the components of mozahaf in the row of the main prosody components, they have not counted these components completely so that the prosody learner is able to scan all the available meters, but they have only included the components that are in a small number of famous and widely used meters. As a result, these educational books cannot introduce the learners of prosody to all problems of prosodic knowledge and provide them with ground to master this literary knowledge and deal creatively with its problems.

Paraffin-embedded tissues and clinical samples are a valuable resource for molecular genetic studies, but the extraction of high-quality genomic DNA from this tissues is still a problematic issue. In the Present study, the efficiency of two DNA extraction protocols, a commercial kit and a traditional method based on heating and K Proteinase was compared. Fifty paraffin-embedded blocks of colon cancer tissues (more than 5 years old) were used to compare two methods of DNA extraction. DNA was extracted by traditional method using heat and commercial DNA extraction (Qiagen kit) method. Then the purity and concentration of extracted DNA were measured by Spectrophotometer. Two sequences of TLR4 “The most important receptors in innateimmunity” were amplified by polymerase chain reaction. SH-1 ‘188bp’ and SH-2 ‘124bp’ were amplified and then the products were separated on a 2% agarose gel. The results show that the yield of DNA by traditional method(297 mg/ml) is significantly (p<0.01) higher than Commercial kit (176mg/ ml). But traditional method has the lower OD ratio (1.2) Compared to Commercial method. The Amplification of the TLR4 gene sequences is more successful by the traditional method (p<0.01) compared with commercial method. The length of the sequence affectson the results of PCR in that short sequence is amplified more successful compared to the long sequence. The traditional method is more successful in PCR amplification and also simple and cheap. Therefore, we recommend using this method for DNA extraction taken from the paraffin-embedded blocks with more than 5 years old and selecting shorter sequence for better amplification in PCR.

Despite the benefits of the objective structured assessment of technical skills (OSATS) and it appropriateness for evaluating clinical abilities of nursing students, few studies are available on the application of this method in nursing education.. The purpose of this study was to compare the effect of using OSATS and traditional methods on the students’ learning. We also aimed to signify students’ views about these two methods and their views about the scores they received in these methods in a medical emergency course..Patients and A quasi-experimental study was performed on 45 first semester students in nursing and medical emergencies passing a course on fundamentals of practice. The students were selected by a census method and evaluated by both the OSATS and traditional methods. Data collection was performed using checklists prepared based on the ‘text book of nursing procedures checklists’ published by Iranian nursing organization and a questionnaire containing learning rate and students’ estimation of their received scores. Descriptive statistics as well as paired t-test and independent samples t-test were used in data analysis.. The mean of students’ score in OSATS was significantly higher than their mean score in traditional method (P = 0.01). Moreover, the mean of self-evaluation score after the traditional method was relatively the same as the score the students received in the exam. However, the mean of self-evaluation score after the OSATS was relatively lower than the scores the students received in the OSATS exam. Most students believed that OSATS can evaluate a wide range of students’ knowledge and skills compared to traditional method.. Results of this study indicated the better effect of OSATS on learning and its relative superiority in precise assessment of clinical skills compared with the traditional evaluation method. Therefore, we recommend using this method in evaluation of students in practical courses..

Undoubtedly, teaching Arabic in Iran, along with traditional methods, requires new strategies. Since Arabic language teaching in the country is mostly based on traditional methods and new educational approaches such as learners' reaction to learning, teacher mentality, type of learners' progress, students' pursuit of how to learn Arabic in universities have received less attention from researchers in this field. Reviewing and presenting new strategy topics is an integral part of this. Therefore, it is necessary to study special teaching methods for Arabic language teachers. In this research, using descriptive-analytical method, while examining the traditional methods of teaching Arabic, we have tried on issues such as raising the real problems of teaching Arabic, acquainting educators with such obstacles and also learning about new teaching methods to overcome the problems ahead. Note. Introducing new approaches to teaching Arabic language and using them in learning this language provides special facilities for better teaching Arabic language to teachers and learners and removes many obstacles and problems of language teaching in traditional and old language learning systems in Iran.

The aim of this research was to investigate about the effect of conceptual map, cooperative learning and traditional methods on the achievement of motivation and academic achievement in biology course. The statistical population included all of the male students in experimental field of Varamin suburbs. In a queasy-experimental study, 60 students were selected by multi-step cluster sampling method and randomly assigned into three groups. The experimental groups separately had 15 sessions of education by conceptual map and cooperative learning methods and the control group was educated by traditional method. All of the groups completed the Hermans’s achievement motivation questionnaire (1970) and the teacher-made test as the pre-test and post-test. The data was analyzed by multivariate analysis of variance (MANOVA). The findings showed that conceptual map method unlike traditional method led to increase achievement of motivation and academic achievement. Also, cooperative learning method unlike traditional method led to increase academic achievement, but between them in achieving motivation, there were no significant differences. In addition, conceptual map method comparing with cooperative learning method led to increase academic achievement, but there were no significant differences between them in achieving motivation (p < 0.05). Therefore, conceptual map method was more effective than cooperative learning and traditional methods.