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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Journal of Water and Environmental Nanotechnology
- نوع مقاله: Journal Article
- کلمات کلیدی: Water,Nickel,Cadmium,Solid phase extraction,lead,Nanoclay
- چکیده:
- چکیده انگلیسی: This investigate presents the extraction-preconcentration of Lead, Cadmium, and Nickel ions from water samples using Ghezeljeh montmorillonite nanoclay or “Geleh-Sar-Shoor” (means head-washing clay) as a natural and native new adsorbent in batch single element systems. The Ghezeljeh clay is categorized by using Fourier Transform Infrared Spectroscopy (FT-IR), Scanning Electron Microscopy-Energy Dispersive Spectrometer Operating (SEM-EDS), X-ray Diffractometry (XRD), X-ray Fluorescence (XRF), Cation Exchange Capacity (CEC) measurements, Surface property valuation (SBET) by the BET method from nitrogen adsorption isotherms and Zeta potential. According to BET theory, the specific surface area of Ghezeljeh nanoclay was computed as 19.8 m2 g-1 whereas the cation exchange capacity was determined as 150 meq (100 g-1). The results of XRD, FT-IR, XRF, zeta potential, BET surface area and CEC of the Ghezeljeh clay confirm that montmorillonite is the dominant mineral phase. Based on SEM images of clay, it can be seen that the distance between the plates is nm level. For all three ions, the limit of detection, the limit of quantification, dynamic linear range, preconcentration factor, and the adsorption capacity were obtained. The result of several interfering ions was considered. The Ghezeljeh nanoclay as a new adsorbent and experimental method were effectively used for the extraction of heavy metals (Lead, Cadmium, and Nickel) in a variety of real water samples.
- انتشار مقاله: 07-06-1395
- نویسندگان: Zahra Hassanzadeh Siahpoosh,Majid Soleimani
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Health Sciences and Surveillance System
- نوع مقاله: Journal Article
- کلمات کلیدی: children,Growth,Energy,Appetite,snacks
- چکیده:
- چکیده انگلیسی: Background: The association between snacking patterns, sleep hours, and physical activity with growth status and appetite of preschool children was investigated.Methods: Sixty three children aged 3-7 years with low appetite and weight for age ratio below the 25th percentile were enrolled from those referring to Nader Kazemi Polyclinic in Shiraz. Information regarding the parents’ education, sleep hours, physical activity, appetite, and snacking patterns was obtained by interview. Height and weight were measured and energy intake was estimated by 2-day food recall. Appetite was rated on a 5-point scale based on the maternal report.Results: Mother’s education, the number of children in the household, and physical activity were not associated with either growth failure, energy intake, or appetite, but the fathers’ education more than Diploma was associated with higher energy intake in children (P=0.015). Children who slept <11 hours a day had higher energy intake (P=0.026) but worse weight status (P=0.015). Children who always ate snacks close to the main meals had significantly higher energy intake but more severe growth failure. High consumption of fruit drinks, cakes, and potato chips was associated with exacerbated growth faltering whereas nuts consumption was related to better height status. None of the evaluated parameters was associated with children’s appetite.Conclusion: Overall, the results suggest the importance of sufficient sleep, limited consumption of snacks, and the type and time of snack consumption in growth of children with poor appetite. Nutritious snacks such as nuts may be more beneficial than nutrient-poor snacks for growth of children.
- انتشار مقاله: 01-03-1393
- نویسندگان: Asma Kazemi,Zahra Hassanzadeh Rostami,Masoumeh Akhlaghi
- مشاهده
- جایگاه : پژوهشی
- مجله: International Journal of Nutrition Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Iran,Prevalence,adult,Thiamin deficiency,Transketolase
- چکیده:
- چکیده انگلیسی: Background: Thiamine is an essential nutrient, and its deficiency is accompanied by nervous and cardiovascular disorders. This study aimed to assess the prevalence of thiamine deficiency and associated factors among adults in Shiraz, southern Iran.
Methods: In a cross-sectional study using random multistage sampling method, 180 men and women who were 20-60 years old were enrolled. Demographic data were collected and a food frequency questionnaire was used to assess dietary intakes. Serum transketolase level was measured to estimate thiamine deficiency.
Results: Mean serum transketolase level was 2.19±2.71 ng/dL, and the mean intake of thiamine was 1.39±0.58 mg/day. Overall serum transketolase level was in the normal range of 0.05-9 ng/dL; however, it was lower than 0.88 ng/dL among 50% of the subjects. No significant association was found between serum transketolase level and either dietary intake of thiamine and weekly intake of whole bread. Conclusion: Despite the normal serum transketolase level and dietary intake of thiamine, half of the participants were at lower levels of serum transketolase. Therefore, increasing the knowledge of the community about dietary sources of thiamine could prevent thiamine deficiency and enhance their health status.- انتشار مقاله: 20-05-1399
- نویسندگان: Zahra Hassanzadeh-Rostami,Fatemeh Mirjalili,Monireh Panbehkar,Zahra Fallah,Mohammad Khandouzi,Shiva Faghih
- مشاهده
- جایگاه : پژوهشی
- مجله: International Journal of Nutrition Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: children,Education,Knowledge,Nutrition,Game
- چکیده:
- چکیده انگلیسی: Background: Nutrition education during childhood plays a substantial role in promotion of healthy eating habits throughout the life. We aimed to assess the effect of a newly designed game-based nutrition education program on nutritional knowledge of preschool children.
Methods: An experimental study was conducted at eight kindergartens from various socioeconomic levels in Shiraz, Iran. Forty-eight children aged 5 to 6 years old were recruited to the study. We developed a computer-game containing health improving nutritional messages, based on snake and ladder game. The intervention period of game playing was 20 minutes per day for a week. All children were asked to complete a questionnaire, including 9 questions designed for their age group, before and after playing the game. Also, we assessed the acceptance of the game among the experimental group.
Results: Forty-seven children including 27 boys and 20 girls completed the study (23 in the experiment and 24 in the control groups). The mean age of participants was 5.71±0.41 years. Baseline scores of nutritional knowledge were significantly more in high socioeconomic regions. The mean score of nutritional knowledge in experimental and control groups improved significantly (0.73±1.62 and 0.52±1.78, respectively). Considering the baseline mean score as covariate, the mean score of nutritional knowledge significantly increased in the experiment group. The results showed that all children preferred to select more healthy foods after playing game. Moreover, the experimental group was interested in playing the game in 3 levels; low (8.7%), high (52.2%), and very high (39.1%).
Conclusion: This new game-based educational approach may simplify the education in preschool children and enhance their nutritional knowledge.- انتشار مقاله: 18-11-1396
- نویسندگان: Zahra Hassanzadeh-Rostami,Mahsa Mirshekari,Hanieh Ranjbaran,Sara Khosravi,Shiva Faghih
- مشاهده
- جایگاه : پژوهشی
- مجله: International Journal of School Health
- نوع مقاله: Journal Article
- کلمات کلیدی: Student,self,esteem,Attributional Styles,Handicapping
- چکیده:
- چکیده انگلیسی: Background: Self-esteem, attributional styles, and self-handicapping play key roles in students’ individual and social performances. Through determining interactional relations among these factors, parents and schools can plan for improving students’ performances. Objectives: Hence, this study aimed to investigate the relationship of self-esteem and attributional styles with self-handicapping among primary school students. Methods: The statistical population of this study comprised of 3rd to 5th grades of primary school students in Zahedan, during the 2015 - 2016 academic year. The research sample consisted of 365 primary students (154 boys and 211 girls) aged 9 to 11 years old who were selected using the random cluster sampling method. The research measurement tools were the Seligman et al. Children’s attributional style questionnaire, the rosenberg self-esteem scale, and the Midgley et al. self-handicapping scale. The statistical analyses were performed via SPSS 16using both descriptive and inferential statistics including the correlation test and the Inter regression analysis. Results: The descriptive results indicated that the means of the pessimistic (9.15), optimistic (9.39) attribution styles, and self-handicapping (7.11) among the students were lower than the nominal mean of the questionnaires, however, the mean of self-esteem (31.20) was higher than the nominal mean score. Furthermore, results showed that self-handicapping was significantly and positively related to the pessimistic attribution style and it was significantly and negatively correlated with self-esteem. In addition, the results of the regression analysis showed that self-handicapping was a negative predictor of self-esteem (P ≤ 0.001) and was a positive predictor of the pessimistic attributional style (P = 0.03). Conclusions: Therefore, given the obtained results, students who had high self-esteem experienced low levels of self-handicapping. Moreover, students who applied the optimistic attributional style had high academic achievement and low self-handicapping. In this regard, methods aimed at improving self-esteem and the optimistic attributional style can be used to promote students’ educational statuses.
- انتشار مقاله: 11-10-1348
- نویسندگان: Yahya Kazemi,Zahra Nikmanesh,Masome Khosravi,Zahra Hassanzadeh
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of English Language Pedagogy and Practice
- نوع مقاله: Journal Article
- کلمات کلیدی: learner EFL,English Learners,English Teachers,learning styles,teaching styles
- چکیده: هر فرآیند آموزشی و یادگیری استوار بر مجموعه ایی از سبکهای یادگیری و آموزشی است که مبین سیاستهای کلی آموزشی بوده و شناسایی آنها شرط نخستین هر گونه اصلاح در سیستم آموزشی می باشد. هدف پژوهش کیفی و .... حاضر بررسی گرایش معلمان ایرانی زبان انگلیسی نسبت به پنج سبک یادگیری متخصص، دست اندرکار رسمی، الگوی شخصی، تسهیلگر، و مشارکتی و نیز مطالعه تمایلات زبان آموزان ایرانی نسبت به سه سبک یادگیری دیداری، شنیداری، و جنبشی-حرکتی بود. داده های تحقیق با استفاده از پرسشنامه سبکهای آموزشی گرآشا (1996) و نیز پرسشنامه سبکهای یادگیری بارش (1991) به دست آمد که از نمونه 30 نفری معلمان و 300 نفری زبان آموزان به دست آمده بود. آمار توصیفی داده های تحقیق نشان داد که بیشتر زبان آموزان ایرانی به سبکهای یادگیری دیداری و جنبشی-حرکتی و اکثر معلمان به سبکهای آموزشی تسهیل گر و مدل شخصی تمایل دارند، در حالیکه سبک یادگیری شنیداری و سبک آموزشی مشارکتی کمترین فراوانی ها را نشان می داد. نتایج ضرورت توجه معلمان به سبکهای یادگیری زبان آموزان را مورد توجه قرار می دهد تا بتوانند تدریس خود را هماهنگ با تمایلات زبان آموزان تعدیل نمایند.
- چکیده انگلیسی: Underlying any learning and teaching process is a set of preferred Learning Styles (LSs) and Teaching Styles (TSs) which epitomize the overall educational policy and identification of which is sine qua non for any reform of the educational system. This ex-post-facto study scrutinized preference of Iranian EFL teachers' for Expert, Formal Authority, Personal Model, Facilitator, and Delegator TSs and their students' tendencies towards Visual, Auditory, and Kinaesthetic student LSs. We collected the research data based on Grasha's (1996) Teaching Style Questionnaire administered to 30 Iranian EFL teachers and the Barsch Learning Style Questionnaire (1991) administered to 300 Iranian EFL learners. Descriptive statistics of the research data revealed that majority of Iranian EFL learners opt for the visual learning style and teachers highly favour facilitating foreign language learning. However, Visual and Delegate Learning and Teaching Styles reflected the lowest frequencies. The findings underscore the need to raise teachers’ awareness of LSs so that they can modify their teaching according to their students’ preferences.
- انتشار مقاله: 26-07-1395
- نویسندگان: Zohreh Seifoori,Zahra Hassanzadeh
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of English Language Pedagogy and Practice
- نوع مقاله: Journal Article
- کلمات کلیدی: learner EFL,English Learners,English Teachers,learning styles,teaching styles
- چکیده: هر فرآیند آموزشی و یادگیری استوار بر مجموعه ایی از سبکهای یادگیری و آموزشی است که مبین سیاستهای کلی آموزشی بوده و شناسایی آنها شرط نخستین هر گونه اصلاح در سیستم آموزشی می باشد. هدف پژوهش کیفی و .... حاضر بررسی گرایش معلمان ایرانی زبان انگلیسی نسبت به پنج سبک یادگیری متخصص، دست اندرکار رسمی، الگوی شخصی، تسهیلگر، و مشارکتی و نیز مطالعه تمایلات زبان آموزان ایرانی نسبت به سه سبک یادگیری دیداری، شنیداری، و جنبشی-حرکتی بود. داده های تحقیق با استفاده از پرسشنامه سبکهای آموزشی گرآشا (1996) و نیز پرسشنامه سبکهای یادگیری بارش (1991) به دست آمد که از نمونه 30 نفری معلمان و 300 نفری زبان آموزان به دست آمده بود. آمار توصیفی داده های تحقیق نشان داد که بیشتر زبان آموزان ایرانی به سبکهای یادگیری دیداری و جنبشی-حرکتی و اکثر معلمان به سبکهای آموزشی تسهیل گر و مدل شخصی تمایل دارند، در حالیکه سبک یادگیری شنیداری و سبک آموزشی مشارکتی کمترین فراوانی ها را نشان می داد. نتایج ضرورت توجه معلمان به سبکهای یادگیری زبان آموزان را مورد توجه قرار می دهد تا بتوانند تدریس خود را هماهنگ با تمایلات زبان آموزان تعدیل نمایند.
- چکیده انگلیسی: Underlying any learning and teaching process is a set of preferred Learning Styles (LSs) and Teaching Styles (TSs) which epitomize the overall educational policy and identification of which is sine qua non for any reform of the educational system. This ex-post-facto study scrutinized preference of Iranian EFL teachers' for Expert, Formal Authority, Personal Model, Facilitator, and Delegator TSs and their students' tendencies towards Visual, Auditory, and Kinaesthetic student LSs. We collected the research data based on Grasha's (1996) Teaching Style Questionnaire administered to 30 Iranian EFL teachers and the Barsch Learning Style Questionnaire (1991) administered to 300 Iranian EFL learners. Descriptive statistics of the research data revealed that majority of Iranian EFL learners opt for the visual learning style and teachers highly favour facilitating foreign language learning. However, Visual and Delegate Learning and Teaching Styles reflected the lowest frequencies. The findings underscore the need to raise teachers’ awareness of LSs so that they can modify their teaching according to their students’ preferences.
- انتشار مقاله: 26-07-1395
- نویسندگان: Zohreh Seifoori,Zahra Hassanzadeh
- مشاهده