Social capital as a predictor of delinquency in adolescent boys

This study aims to investigate the relationship between social capital and delinquency in adolescents. This research has been conducted using a survey. In this research, 400 adolescent boys in Tehran were selected as samples based on the Cochran formula. Data were collected using researcher built-questionnaires. The results showed that with enhancement of social capital, levels of delinquency in adolescent boys decrease. And also by increasing the dimensions of social capital including social participation, social confidence, social support, social solidarity and interrelationships with others the delinquency in adolescent boys decreases and these relationships was statistically significant (p < 0.001). The results of multivariable regression also showed that dimensions of social participation, social confidence, social support, and social solidarity were as predictors of delinquency in adolescent boys (p < 0.001) and by increasing them the levels of delinquency in adolescent boys decreased

The role of bilingualism and personal variables in reading literacy performance of bilingual students based on the PIRLS study (2001)

  Today, bilingualism and multilingualism are a global phenomenon and almost rarely, a country can be found in which at least population of its small part does not speak two or more languages. Bilingualism or multilingualism is one of the crucial problems of educational system that has created numerous challenges in formal education especially in the early years. The main purpose of the training curriculum is noticing reinforcing and training skills of listening, reading, speaking and writing. Among the language skills, reading skill is one of the most important learning needs of students in their today life and perhaps the most important skill among school skills. Progress International Reading Literacy Study (PIRLS) is an initiative program for assessing reading ability of children in fourth grade which has been measured reading process every five years. The aim of the present study is to investigate the role of bilingualism and individual variables on bilingual students' reading literacy performance based on the PIRLS study (2001). Structural equation model is used for research data analysis. Results from this model indicated that the direct impact of two hybrid languages ​​at home and school variable has significant effect on reading literacy performance statistically. Also, direct effect of other personal variables on reading literacy performance of students was also significant.

The role of bilingualism and personal variables in reading literacy performance of bilingual students based on the PIRLS study (2001)

  Today, bilingualism and multilingualism are a global phenomenon and almost rarely, a country can be found in which at least population of its small part does not speak two or more languages. Bilingualism or multilingualism is one of the crucial problems of educational system that has created numerous challenges in formal education especially in the early years. The main purpose of the training curriculum is noticing reinforcing and training skills of listening, reading, speaking and writing. Among the language skills, reading skill is one of the most important learning needs of students in their today life and perhaps the most important skill among school skills. Progress International Reading Literacy Study (PIRLS) is an initiative program for assessing reading ability of children in fourth grade which has been measured reading process every five years. The aim of the present study is to investigate the role of bilingualism and individual variables on bilingual students' reading literacy performance based on the PIRLS study (2001). Structural equation model is used for research data analysis. Results from this model indicated that the direct impact of two hybrid languages ​​at home and school variable has significant effect on reading literacy performance statistically. Also, direct effect of other personal variables on reading literacy performance of students was also significant.

The role of bilingualism and personal variables in reading literacy performance of bilingual students based on the PIRLS study (2001)

  Today, bilingualism and multilingualism are a global phenomenon and almost rarely, a country can be found in which at least population of its small part does not speak two or more languages. Bilingualism or multilingualism is one of the crucial problems of educational system that has created numerous challenges in formal education especially in the early years. The main purpose of the training curriculum is noticing reinforcing and training skills of listening, reading, speaking and writing. Among the language skills, reading skill is one of the most important learning needs of students in their today life and perhaps the most important skill among school skills. Progress International Reading Literacy Study (PIRLS) is an initiative program for assessing reading ability of children in fourth grade which has been measured reading process every five years. The aim of the present study is to investigate the role of bilingualism and individual variables on bilingual students' reading literacy performance based on the PIRLS study (2001). Structural equation model is used for research data analysis. Results from this model indicated that the direct impact of two hybrid languages ​​at home and school variable has significant effect on reading literacy performance statistically. Also, direct effect of other personal variables on reading literacy performance of students was also significant.

Predicting Variables of Academic Achievement and Science Self-Concept of Students in Third Year Guidance School Based on Parents' Education Level and Attitude towards Science

This study was aimed at predicting variables of academic achievement and science self-concept of students in third year guidance based on parents' education level and attitude towards science. Findings of the Thamesin (2007) were used in this study. The sample of this study is 3981 students of third year guidance who answered to questionnaire of Thames 2007.  Collected data were analyzed through structural equation model and results showed that only two routes, namely the direct effect of attitude towards science on science self-concept and science improvement are not significant with possibility of 95%, but the rest of the routs namely the direct effect of parental education on science advancement and attitudes toward science are significant and positive and their influence on science self-concept is negative and significant. Also, the direct influence of science development on science self-concept is positive and significant and its impact on attitude toward science is significant and negative. Moreover, the direct effect of self-concept on attitudes toward science is significant and positive and its influence on science achievement variable is negative and significant. Indirect influence of parental education variables, attitudes towards science and science self-concept on science advancement was reported significant. But, only the overall effect of parental education on the development of science is significant and overall effect of variables of attitudes to science and self-concept on development of science was reported insignificant. In addition, the overall indirect effect of parents' education and development of science on self-concept is significant and also attitude towards science has indirect and significant influence on science self-concept and its overall effect on self-concept is not significant. The general and indirect effect of variables of self-concept and development of science on attitude towards science was significant, while the overall impact of variable of parental education on the attitude to science was non-significant and its indirect effect was reported to be significant. The results indicated that the variables of attitude towards science, science self-concept and achievement have moderating role

Predicting Variables of Academic Achievement and Science Self-Concept of Students in Third Year Guidance School Based on Parents' Education Level and Attitude towards Science

This study was aimed at predicting variables of academic achievement and science self-concept of students in third year guidance based on parents' education level and attitude towards science. Findings of the Thamesin (2007) were used in this study. The sample of this study is 3981 students of third year guidance who answered to questionnaire of Thames 2007.  Collected data were analyzed through structural equation model and results showed that only two routes, namely the direct effect of attitude towards science on science self-concept and science improvement are not significant with possibility of 95%, but the rest of the routs namely the direct effect of parental education on science advancement and attitudes toward science are significant and positive and their influence on science self-concept is negative and significant. Also, the direct influence of science development on science self-concept is positive and significant and its impact on attitude toward science is significant and negative. Moreover, the direct effect of self-concept on attitudes toward science is significant and positive and its influence on science achievement variable is negative and significant. Indirect influence of parental education variables, attitudes towards science and science self-concept on science advancement was reported significant. But, only the overall effect of parental education on the development of science is significant and overall effect of variables of attitudes to science and self-concept on development of science was reported insignificant. In addition, the overall indirect effect of parents' education and development of science on self-concept is significant and also attitude towards science has indirect and significant influence on science self-concept and its overall effect on self-concept is not significant. The general and indirect effect of variables of self-concept and development of science on attitude towards science was significant, while the overall impact of variable of parental education on the attitude to science was non-significant and its indirect effect was reported to be significant. The results indicated that the variables of attitude towards science, science self-concept and achievement have moderating role

A fractional number based labeling scheme for dynamic XML updating

Recently, XML query processing based on labeling schemes has been proposed.Based on labeling schemes, the structural relationship between XML nodes can be determined quickly without the need of accessing the XML document.However, labeling schemes have to re label the pre-existing nodes or re-calculate the label values when a new node is inserted into the XML document during the update process.In this paper, we propose a novel labeling scheme based on fractional numbers.The key feature of fractional numbers is that infinite number of fractional numbers can be inserted between any two unequal fractional numbers.Therefore, the problem of re-labeling the pre-existing nodes during the XML updating can be solved if the XML nodes are label by the fractional numbers