Farhangian University
The Journal of Theory and Practice in Teachers Education
2645-7156
2645-7717
7
12
2021
12
22
Develop a causal model of academic performance based on intelligence beliefs and cognitive flexibility in ninth grade students
1
24
FA
Seyedeh Zahra
Ferdowsi
0000000232099784
Educational Psychology, Faculty of Psychology, Islamic Azad University, Tehran, Iran
banafshehferdowsi@gmail.com
Mozhgan
Sepahmansour
Associate Professor, Department of Psychology, Islamic Azad University, Central Tehran Branch - Tehran - Iran
drsepahmansour@yahoo.com
Afsaneh
Ghanbari Panah
Assistant Professor, Department of Psychology, Islamic Azad University, Central Tehran Branch - Tehran - Iran
af_ghanbary@yahoo.com
The aim of this study was to develop a causal model of academic performance based on intelligence beliefs and cognitive flexibility in ninth grade students. The research method was correlation with structural equation model. The statistical population was all male and female students in the ninth grade of Tehran in the academic year of 2018-2019 that 450 (218 boys, 217 girls) students were selected as a sample using multi-stage cluster random sampling. The research instruments were Dartaj (2004) Academic Performance, intelligence beliefs Questionnaire, Abdolfattah & Yetis (2006), and Denise and Wonderwell (2010) Cognitive Flexibility Questionnaire. In order to analyze the data, statistical methods of correlation coefficient and structural equations were used. The results obtained in this study indicate that the amount of multiple correlation coefficient between variables in the present study is R = 0.590 and the square of the correlation coefficient between variables is R2 = 0.348, which shows a significant correlation with an average rate between predictor and criterion variables. Findings indicated that according to the good fit indices, the developed model has a good fit. It should be noted that in the hypothetical model, the effect of direct standard coefficient of IQ beliefs on academic performance (β = .461, P <.001) is significant, also the effect of standard path coefficient of cognitive flexibility on academic performance (β = .661, P <.001 ) Is meaningful. Therefore, both the variables of intelligence beliefs and cognitive flexibility have the power to explain the standard scores of academic performance.
Cognitive flexibility,intelligence beliefs,Academic Performance,student
https://itt.cfu.ac.ir/article_1898.html
https://itt.cfu.ac.ir/article_1898_bff13ed43a451c6c9acdf217219dd6eb.pdf
Farhangian University
The Journal of Theory and Practice in Teachers Education
2645-7156
2645-7717
7
12
2021
12
22
The mediating role of social skills in the relationship between mindfulness and aggression of second grade high school students in the second district of Shiraz
25
42
FA
Hossein
Aflakifard
Assistant professor , Department of Educational Science.
Farhangian University Fars Iran
h.a.f.1352@gmail.com
Mohammad
Ghalehnoei
Lecturer at Payame Noor University of Marvdasht
mohammad_ghaleh@outlook.com
The aim of this study was to explain the mediating role of social skills in the relationship between mindfulness and students' aggression. The statistical population of this study includes all high school male students in District 2 of Shiraz, whose number was 8115. To determine the sample size, 360 people were selected as a sample using one-stage cluster random sampling method. Data collection tools included three questionnaires: Bass and Perry Aggression, Matson Social Skills and Bauer Mindfulness. The reliability coefficients of the questionnaires were 0.91, 0.86 and 0.89 by Cronbach's alpha, respectively, which indicates the optimal reliability of the instrument. Is. In order to analyze the data, descriptive statistics of mean and standard deviation were used and at the level of inferential statistics, Pearson correlation coefficient significance test and simple regression analysis, simultaneous multiple regression analysis and hierarchical regression by Baron-Kenny method were used. Showed that interconsciousness is able to reverse aggression. Mindfulness is able to predict social skills. Social skills play a significant mediating role in the relationship between mindfulness and aggression variables. <br />Keywords: Mindfulness, Aggression, Social Skills
Mindfulness,Aggression,Social Skills
https://itt.cfu.ac.ir/article_1988.html
https://itt.cfu.ac.ir/article_1988_fdb4e940fbcf2c3bb3f3e646f8bfcc5f.pdf
Farhangian University
The Journal of Theory and Practice in Teachers Education
2645-7156
2645-7717
7
12
2021
12
22
The effect of Control Factor from Schoenfeld’s Viewpoint on Students’ Errors Based on Hodes Nolting Model in the Topic of Function for 11th Grade mathematics Field in Karaj County’s
43
60
FA
Molouk
Habibi
0009-0002-1029-1801
Mathematic Departmant-Chamarn Faculty-Farhangian Univercity-Tehran-Iran
moloukhabibi@yahoo.com
Mahmoud
Mohammadi
Master of science in Mathematic education
m.mohammadi160@gmail.com
vahid
alamian
farhangian university,tehran,iran
vahid_alamian@yahoo.com
Abstract<br />The purpose of this study is The effect of Control Factor from Schoenfeld’s Viewpoint on Students’ Errors Based on Hodes Nolting Model in the Topic of Function for 11th grade mathematics Field in Karaj County’s. This study is a semi-experimental one. The population of this study consists of all male students in 11th grade of Karaj, distrct 1 within the educational year of 1399-1400. Two 25-student classes were selected based on convenience sampling out of all above-mentioned population. To collect the data, two researcher-made tests were used for the two stages of pre-test and post-test, to evaluate the effect of applying Schoenfield control according to the students' Hodes Nolting error model.<br />The term “control” is defined as major decisions with respect to selection and use of resources and approaches. Hodes Nolting errors consist of careless errors, conceptual errors, application errors, and procedural errors. For the reliability of the test, the Cronbach's alpha value for the pre-test was about 0.702 and the post-test was about 0.824, and for checking the validity of the test, the CVR coefficient was used and the value was 0.8, which is acceptable. The results showed that applying Schoenfeld’s control could significantly reduce students' errors in the subject of function according to Hods-Nolting model.
function,Schoenfeld’s Control,Hodes Nolting Analysis,Error
https://itt.cfu.ac.ir/article_1989.html
https://itt.cfu.ac.ir/article_1989_3b5c7712f0011d4019983dd619d4cee7.pdf
Farhangian University
The Journal of Theory and Practice in Teachers Education
2645-7156
2645-7717
7
12
2021
12
22
Identifying the dimensions and components of recruitment, retention and empowerment in the teacher education system of the country with emphasis on the document of fundamental transformation of education
61
80
FA
hossein
ghorbanian
asesment
dr.ghorbanian44@yahoo.com
Seyed Abbas
Ebrahimi
Vice Chancellor of Semnan University Campus
a.ebrahimi@semnan.ac.ir
Azimullah
Zarei
Faculty of Semnan University
a_zarei@semnan.ac.ir
Abstract<br />The dignity of teachers and the role of education in the promotion and development of human societies has necessitated the establishment of a comprehensive model of recruitment, retention and empowerment in the teacher education system. The purpose of this article is to design a model for attracting, retaining and empowering and identifying its elements and components in the teacher education system of the country. The approach in this study was a qualitative and the method used was a case study. The statistical population included managers, experts and experts in the field of teacher training who had valuable experiences in the field of research. The selection of participants has been done using a purposeful approach and snowball sampling method and using the theoretical data saturation criterion and using semi-structured interviews and studying texts containing their opinions on websites and media. In order to extract the framework of dimensions and components of student recruitment, retention and empowerment of teachers, semi-structured interviews and review of related sources and texts were used. Also, using thematic analysis method, basic, organizing and comprehensive themes were obtained. Acceptable and reliable methods were used to validate the data.
Pattern of recruitment,retention,Empowerment,Teacher training,Content Analysis
https://itt.cfu.ac.ir/article_1990.html
https://itt.cfu.ac.ir/article_1990_05c30c763e400ddda7ac382d4c7afa66.pdf
Farhangian University
The Journal of Theory and Practice in Teachers Education
2645-7156
2645-7717
7
12
2021
12
22
The effect of self-directed learning in-service education plan on the moral performance of primary school teachers
99
128
FA
azizollah
rudini
Assistant Professor, Department of Educational Sciences, Farhangian University of Zahedan
moalem77@yahoo.com
zabihollah
allahi
Assistant Professor, Department of Educational Sciences, Farhangian University of Zahedan
z_allahi57@yahoo.com
رجبیان ده زیره
rajabiyan dehzireh
0000-0001-9405-9331
PhD Student in Educational Technology, Allameh Tabatabai University of Tehran, University Lecturer, Honorary Faculty Member of the Center for the Study of Civilization of the Great Prophet
m.rajabiyan1393@gmail.com
In-service teacher education toward lifelong learning is an undeniable necessity for improving the capabilities and skills required for a changing world. The purpose of this study was to investigate the effect of self-directed learning in-service education plan on the moral performance of primary school teachers in Zahedan. The method of this research was quasi-experimental designs with the same pre-test and post-test. The statistical population included all primary school teachers in Zahedan. The statistical sample consisted of 30 primary school teachers. Using purposive sampling method, 15 teachers were selected as the experimental group and 15 teachers with similar backgrounds and working conditions were selected as the control group. Data collection tool was Sanadgol Ethical Growth Questionnaire (2011). The results of this study showed that the self-directed learning in-service training plan has an impact on the performance of primary school teachers in the field of fiduciary duty, compliance with rules and regulations, cooperation and responsibility.
In-service training,Self-directed learning method,Ethical performance,Teachers
https://itt.cfu.ac.ir/article_1991.html
https://itt.cfu.ac.ir/article_1991_9012f26369e85df2ddafc01b42ead1eb.pdf
Farhangian University
The Journal of Theory and Practice in Teachers Education
2645-7156
2645-7717
7
12
2021
12
22
Comparison of the effect of traditional teaching with induction on the academic performance of tenth grade students in Persian grammar lessons
127
160
FA
Fateme
Jafarikamangar
Persian Language and literature Department, Mazandaran
jafarikamangar@gmail.com
setare
Firozjaii
Teacher of Noor city Schools
parsroyan.fallah@gmail.com
Choosing an appropriate method for the subject materials is considered as a scientific concern, and is based on the modern scientific psychological hypotheses. in this research, we intend to study the comparison of traditional and inductive teaching on senior learner's of Farsi grammar to observe their academic performance. In this case research method is quasi-experimental, in which pre-tasks and post-tasks are applied .The statistical society includes 21 senior learner's of Allamehhelli high school in Nour province. For this purpose , after covering 12 sessions of traditional teaching, the student's were given an examination which was based on Bolum;s educational target's classification and then 12 sessions of inductive teaching was covered to the class, with an examination at the end of period .In this research , the normality of data is confirmed by applying Kolmogorov-Smirnov test . To analyze data's, the software 22 SPSS and to survey the hypotheses the t-test are applied. After analysis, research findings showed that inductive method in comparison to traditional method was more successful on improving learner’s performance
Traditional Teaching,inductive teaching,Persian grammar,Academic Performance,learning
https://itt.cfu.ac.ir/article_1993.html
https://itt.cfu.ac.ir/article_1993_dbd48997173467ba8e612924088911a4.pdf
Farhangian University
The Journal of Theory and Practice in Teachers Education
2645-7156
2645-7717
7
12
2021
12
22
the necessary components during the teaching of the faculty members of the universities
FA
majid
darabi
0000-0001-8359-7030
shahed university
majid.darabi12@gmail.com
purpose of this article is to analyze the necessary components during the teaching This research was conducted in the framework of a qualitative and quantitative approach in the qualitative stage, 12 university education experts were purposefully selected and interviewed with a theoretical sampling strategy and semi-structured. Thematic analysis technique (theme) was used to analyze the data. To ensure the validity of the research, the members used (interviews) and multidisciplinary methods of data sources and to calculate the reliability of the coding, the reliability methods were tested and the reliability of the in-subject agreement (agreement between the two coders) was used. After implementing the content of the interviews and their preliminary analysis, the initial codes or concepts were identified and placed in specific categories in order to achieve the main categories of similar codes. Finally, for each class, a title containing all the codes of that class was selected. As a result of this study, the necessary components in teaching faculty members of universities were determined. According to academic research experts, the components of determining the starting point of teaching, teaching methods, leadership and classroom management, implementation of lesson plans, time management, initiative and innovation in The classroom, managing differences, stimulating and facilitating learning, research-oriented teaching, communication and interaction, use of equipment and facilities, attracting participation and collaboration in the classroom, collaboration of faculty members together are important.examined and the extracted structures were approved.
University,Faculty Members,Teaching,quality,component
https://itt.cfu.ac.ir/article_2218.html
https://itt.cfu.ac.ir/article_2218_0274fd09140f635684d21285d8603f6d.pdf
Farhangian University
The Journal of Theory and Practice in Teachers Education
2645-7156
2645-7717
7
12
2021
12
22
Investigating the factors affecting the acceptance of mobile learning among students and teachers (a scoping review)
FA
Farokh
Feizi
Ph.D. student in Educational Technology, Allameh Tabataba&rsquo;i University, Tehran, Iran.
farokh.feizi@gmail.com
Mehdi
Vahedi
Assistant Professor, Allameh Tabataba&rsquo;i University, Tehran, Iran.
mehdi.vahedi@atu.ac.ir
Mobile learning is a new learning situation that provides an opportunity for collaborative, personal, non-formal, and student-centered learning environments. In implementing any learning system, such as a mobile learning environment, it is important to understand the challenges that affect its implementation. Therefore, it is vital to examine the factors affecting the acceptance of this type of learning among teachers and students, because without acceptance, implementation will be impossible. Therefore, the purpose of this study is to present a set of effective factors in the acceptance of mobile learning among students and teachers with an emphasis on the "conceptual review" method. This study presents the findings of a conceptual review of the factors affecting the acceptance of mobile learning among teachers and students. A systematic search in this study according to keywords reached 336 studies, which finally, by studying the text, 12 studies were in accordance with the objectives and criteria of the study. The analysis of the results showed that factors such as the expectation of efficiency, enjoyability, quality of learning system, ease of use, digital literacy, learning self-management, expected effort, social influence, and private security are the most effective factors in accepting mobile learning among teachers and students. The findings of this study can help educate policymakers in designing and implementing effective learning programs in mobile learning.
"Mobile learning","M-learning","Mobile training"
https://itt.cfu.ac.ir/article_2219.html
https://itt.cfu.ac.ir/article_2219_0bd101dde1bcce345f06dc65eb705bf4.pdf
Farhangian University
The Journal of Theory and Practice in Teachers Education
2645-7156
2645-7717
7
12
2021
12
22
Needs assessment of family education courses for parents of high school students in the field of children's educational issues
FA
Seyed Sadegh
Nabavi
Department of education, Farhangian University, Tehran,Iran
sadegh.nabavi@yahoo.com
The present study was aimed to study the educational needs of high school students’ parents regarding the educational issues of their children. Concerning the nature of the study, and its objectives, the study was a kind of survey research. The sample consisted of all school principals and instructors for family education courses, and students’ parents from among high schools in Tehran Counties. The sample was selected randomly from various educational districts in multiple stages, which included 527 parents, 51 instructors, and 48 principals, who all were involved in family education courses. A researcher-made questionnaire were used to collect data from the participants. Descriptive statistics and T-tests were used to analyze the data. The results revealed that from parents’, instructors’, and principals’ view, the content of such courses was relatively harmonious with the educational needs of parents, but it did not cover all the educational needs of attending parents. The other educational needs of parents were teaching life skills to children, Mental and emotional characteristics of Adolescent, Expectations young to adults, Social problems in adolescence and coping with them, Teen abnormal behavior and how to reduce them. Since the content of such courses did not cover all needs of parents, it was suggested to instructors to identify other needs of parents based on a survey in advance and include them in their instruction program.
Educational needs,family education,educational issues,Parents
https://itt.cfu.ac.ir/article_2220.html
https://itt.cfu.ac.ir/article_2220_772cc05cb6a577d902b10ee7f0505a8c.pdf
Farhangian University
The Journal of Theory and Practice in Teachers Education
2645-7156
2645-7717
7
12
2021
12
22
Understanding Teachers’ Lived Experience of Conducting the Lesson Study and Action Research Programs in Primary Schools in Mashhad
FA
Rezvan
Hosseingholizadeh
FUM
rhgholizadeh@um.ac.ir
Maliheh
Golmakani,
Razavi Hekmat higher institution
golmakani61.m@gmail.com
Narges
Ahanchian,
Razavi Hekmat higher institution
ahanchian40@yahoo.com
Shahin
Baniasad,
FUM
mino.baniasad@gmail.com
The main purpose of this study is to understand teachers’ lived experiences in conducting two programs of lesson study and action research with their opportunities and challenges. The research has been conducted according to a qualitative approach, based on Phenomenology as an attempt to reveal the essence of the reality experienced by selected persons in lesson study and action research programs at the provincial or national levels through semi-structured interviews. Purposive sampling was used to select the participants (17 teachers and 2 principal deputies) in primary schools in Mashhad city. The results showed the most important opportunities resulting from these programs were: paving the way for the creation of new teaching methods, the knowledge exchange among teachers, improving teacher teaching, fostering teacher research, teacher development, teacher moral growth, success and improving student learning. Moreover, the most important challenges were: administrative bureaucracy, poor judgment and feedback on project results, lack of useful use of research results, weak teacher empowerment programs, negative effects of the nature of project festivals, lack of financial support for teachers, lack of time, diversity of teachers' plans and fatigue during the performance, and also, the incompatibility of the awards with the level of hard work. The projects such as lesson study and action research programs have been communicated to schools through directives and teaching methods through a formal and systematic process from top to bottom.
Lesson Study,Action research,Opportunities,Challenges
https://itt.cfu.ac.ir/article_2221.html
https://itt.cfu.ac.ir/article_2221_86b8e199277f437a0157da311d159319.pdf
Farhangian University
The Journal of Theory and Practice in Teachers Education
2645-7156
2645-7717
7
12
2021
12
22
Evaluate and Prioritize the Components of E-learning based on the Shad Network during the Corona from the students' point of view
FA
رجبیان ده زیره
rajabiyan dehzireh
0000-0001-9405-9331
PhD Student in Educational Technology, Allameh Tabatabai University of Tehran, University Lecturer, Honorary Faculty Member of the Center for the Study of Civilization of the Great Prophet
m.rajabiyan1393@gmail.com
farzaneh
gharibi
PhD in Curriculum Planning, Department of Educational Sciences, Faculty of Humanities, Arak University, Arak, Iran
akram.omrani@gmail.com
mahtab
darbandi
Bachelor of Educational Sciences, Faculty of Humanities, Arak University, Arak, Iran
smhoseini@rihu.ac.ir
habibeh
bashirnejad dastjerdi
0000-0002-1352-3105
MA of Measurement of Allameh Tabatabai University of Tehran
psychometric.2012@gmail.com
The purpose of this study was to evaluate and prioritize the components of e-learning based on happy network in the corona from the students' point of view. The research method was descriptive-survey. The statistical population included all first grade high school students in districts 1 and 2 of Arak city, from which 150 people were selected by available sampling method. A researcher-made questionnaire was used to measure the virtual education based on the happy network. The content and face validity of the questionnaire were confirmed using the opinions of experts and the reliability of the questionnaire was calculated using Cronbach's alpha and confirmed with a value of 0.72. Based on the results of one-sample t-test for high school students, the average components of learner's individual characteristics, satisfaction and interest in virtual education, teacher characteristics and teaching methods, infrastructure and technology, and access with an average above average (3), Were evaluated as favorable (P <0.01), but the mean component of happy network characteristic with a mean below the average (3) was not considered desirable (P <0.01). According to the results of Friedman rank test, the highest mean rank was related to the factor of learner's individual characteristics with a rank of 3.92 and the lowest mean rank was related to the happy network characteristic factor with a rank of 1.92. Factors of teacher characteristics and teaching method (3.26), infrastructure and technology and teaching (2.97), satisfaction and interest in education (2.89) were in the second, third and fourth ranks.
Virtual Education,Shad Network,Corona Pandami,Students
https://itt.cfu.ac.ir/article_2222.html
https://itt.cfu.ac.ir/article_2222_706079475ad9f940f3cbca35d152b418.pdf
Farhangian University
The Journal of Theory and Practice in Teachers Education
2645-7156
2645-7717
7
12
2021
12
22
The effectiveness of school bonding model training on academic satisfaction, educational optimism, psychological well-being and students' progress emotions
FA
alireza
merati
0000-0003-0997-7240
Assistant Professor, Department of Psychology and Educational Sciences, Payame Noor University, Iran, Tehran
alirezamerati@pnu.ac.ir
The school is one of the most important institutions that is closely intertwined with the life of each person and covers almost a major part of human life today. The aim of this study was to investigate the effectiveness of school bonding model training on academic satisfaction, educational optimism, psychological well-being and developmental emotions. For this purpose, during a quasi-experimental study, of pre-test-post-test type with wedge group, 30 high school students of Kangavar city in the academic year 2016-2017 were selected by random sampling method and tested and tested in two groups of 15 people. they got. Both groups were assessed before and after the intervention with questionnaires related to Rezaei Sharif et al., Lent's academic satisfaction, Schenmoran et al.'s academic optimism, Pakran's academic excitement, and Reef's psychological well-being. The experimental group underwent intervention and training for 7 sessions of 60 minutes, and the control group did not receive any intervention. The results of multivariate analysis of covariance showed that teaching the link-to-school model improved academic satisfaction, educational optimism, psychological well-being and excitement of progress in students. It seems that teaching the school connection model can be used to improve the mentioned variables in students.
Keywords: Psychological well-being,school bonding,educational optimism,academic satisfaction,excitement of progress
https://itt.cfu.ac.ir/article_2223.html
https://itt.cfu.ac.ir/article_2223_0d58e4ef640d602c6622a18c9e8e5d38.pdf
Farhangian University
The Journal of Theory and Practice in Teachers Education
2645-7156
2645-7717
7
12
2021
12
22
Cultural and social activities of Farhangian University of Tehran Province during the corona and post-corona
FA
asad
hejazi
Assistant Professor , Faculty of Educational Management University, farhangian
a-hejazi@cfu.ac.ir
The present study evaluates the socio-cultural programs of the campuses and centers of Farhangian University of Tehran province during the Corona period. Socio-cultural programs include: (extracurricular classes; holding exhibitions; cultural-social centers; scientific associations; holding cultural competitions; holding cultural festivals; holding camps; holding national and religious ceremonies and occasions; organizations Student, student publications, etc., which can be from five dimensions: 1- The level of interest and feeling of satisfaction with the programs 2- The level of feeling the need to hold programs 3- The level of knowledge and information about the programs 4- The level of attendance and use 5. The willingness to participate in the implementation of socio-cultural programs has been evaluated.The present study was an applied, descriptive and field study using the Delphi technique.326 respondents including 212 student teachers and 114 staff members. And the professors working in the campuses and centers of Farhangian University of Tehran province have been evaluated.The validity of the questionnaire has been formalized and evaluated from the perspective of experts and the value of α = 0.87 indicates the reliability of the assessment tool.This study was conducted in two stages. Data collected in two sections: descriptive statistics (mean, frequency, correlation matrix) and inferential statistics (t-test and analysis One-way analysis of variance (ANOVA) was analyzed.<br />The results show that: the level of satisfaction with cultural and social programs varies according to the year of entry of students and the implementation of programs.
evaluation,cultural program,social program,corona
https://itt.cfu.ac.ir/article_2224.html
https://itt.cfu.ac.ir/article_2224_2972f93d01b04009c2da77fc89382ac9.pdf
Farhangian University
The Journal of Theory and Practice in Teachers Education
2645-7156
2645-7717
7
12
2021
12
22
Investigating the obstacles and strategies of internationalization of Farhangian University
FA
khosrow
nazari
308101206259511
Farhangyan University Academic Board Chamran Faculty
nazarikey@gmail.com
Abstract<br />The purpose of this study was to investigate the obstacles and internationalization strategies of Farhangian University. The research method was quantitative - descriptive and survey method was used to collect data. The statistical population included: deputies, general managers, heads of departments in the central organization and provincial managers of Farhangian University who participated in the research process by census method. Data collection tool was a researcher-made questionnaire based on the Likert spectrum taken from the questionnaire of Salimi et al. (2014) and Khorasani and Zamani Manesh (2012) with the opinion of 4 experts in two sections: obstacles and strategies. The reliability of the questionnaire was /84. In addition to descriptive statistics, one-sample t-test, independent t-test, one-way analysis of variance and Friedman test were used to analyze the data. The research findings showed that the participants consider cultural, educational, research, structural and equipment factors as obstacles of internationalization. Independent t-test by gender showed that gender does not affect barriers to internationalization of the university. The results showed that there is a difference between the opinions of faculty members regarding the international barriers to the Farhangian University. Prioritization of university internationalization strategies showed that policy, communication, university and support strategies have the most roles in the internationalization of the university, respectively. The results of this study will help university managers in recognizing barriers and adopting internationalization strategies of Farhangian University.
Keywords: Internationalization,Internationalization Strategies,Farhangian University,International Barriers
https://itt.cfu.ac.ir/article_2225.html
https://itt.cfu.ac.ir/article_2225_137f8a61139e92a7c921d340dfe97d53.pdf