Foliations of Tangent Bundle in a Finsler Manifold

In this paper, a frame is introduced on tangent bundle of a Finsler manifold in a manner that it makes some simplicity to study the properties of the natural foliations in tangent bundle. Moreover, we show that the indicatrix bundle of a Finsler manifold with lifted sasaki metric and natural almost complex structure on tangent bundle cannot be a sasakian manifold.Comment: 11 pages. arXiv admin note: substantial text overlap with arXiv:1106.482

Mineral chemistry of the ophiolitic peridotites and gabbros from the Serow area: Implications for tectonic setting and locating the Neotethys suture in NW Iran

The Serow ophiolite in NW Iran, located at the Iran-Turkey border, is composed of mantle sequence peridotites, predominantly lherzolitic-harzburgite with subordinate amounts of lherzolite and dunite, and a crustal sequence made from gabbros, diabases, pillow lavas and deep marine carbonates and radiolarite sediments. The rocks appear as a tectonic mélange. This ophiolitic complex forms part of the ophiolites marking a branch of Neotethys oceanic crust in NW Iran. The chemistry of olivine, orthopyroxene and clinopyroxene in the lherzolitic-harzburgite and clinopyroxene in the gabbros suggests a supra-subduction setting for the ophiolite. The Serow ophiolite is similar to other ophiolites in NW Iran such as the Piranshahr, Naghadeh and Khoy and NE Turkey ophiolites in terms of the rock units, tectonic setting and age. The Serow ophiolite links the Iranian ophiolites from Baft in the SE through the South Azerbaijan suture to the Izmir-Ankara-Erzincan suture in the NW

The Effect of Teaching Critical Thinking on Educational Achievement and Test Anxiety among Junior High School Students in Saveh

The current study was done due to the goal of considering the effect of teaching critical thinking on educational achievement and test anxiety among junior high school students in Saveh. What is considerable here is that whether teaching critical thinking is effective in decreasing test anxiety and increasing educational achievement or not. The sample includes the 3rd grade high students in Saveh during the educational year 2012-13, including 4200 students. Since this study is quasi-experimental, the sample including 40 students were randomly divided into 2 groups of 20 students in control and experimental groups. At first, an anxiety pre-test was given and the amount of students’ educational achievement was studied. Then, there were 12 sessions of critical thinking treatment and a post-test. Finally, the results of pre-test and post-test were compared and analyzed via SPSS software. The results indicated that the test anxiety in pre-test was approximately the same in both groups, but after critical thinking treatment sessions in experimental group, the anxiety was decreased to a great deal in post-test. The results of educational achievement test are indicator of dissimilar changes in control and experimental groups. The amount of achievement in experimental group indicates some sort of increase in post-test rather than pre-test. Regarding the results, it is possible to say that critical thinking training can be found useful in junior high school level

The Effect of Teaching Critical Thinking on Educational Achievement and Test Anxiety among Junior High School Students in Saveh

The current study was done due to the goal of considering the effect of teaching critical thinking on educational achievement and test anxiety among junior high school students in Saveh. What is considerable here is that whether teaching critical thinking is effective in decreasing test anxiety and increasing educational achievement or not. The sample includes the 3rd grade high students in Saveh during the educational year 2012-13, including 4200 students. Since this study is quasi-experimental, the sample including 40 students were randomly divided into 2 groups of 20 students in control and experimental groups. At first, an anxiety pre-test was given and the amount of students’ educational achievement was studied. Then, there were 12 sessions of critical thinking treatment and a post-test. Finally, the results of pre-test and post-test were compared and analyzed via SPSS software. The results indicated that the test anxiety in pre-test was approximately the same in both groups, but after critical thinking treatment sessions in experimental group, the anxiety was decreased to a great deal in post-test. The results of educational achievement test are indicator of dissimilar changes in control and experimental groups. The amount of achievement in experimental group indicates some sort of increase in post-test rather than pre-test. Regarding the results, it is possible to say that critical thinking training can be found useful in junior high school level

The Effect of Teaching Critical Thinking on Educational Achievement and Test Anxiety among Junior High School Students in Saveh

The current study was done due to the goal of considering the effect of teaching critical thinking on educational achievement and test anxiety among junior high school students in Saveh. What is considerable here is that whether teaching critical thinking is effective in decreasing test anxiety and increasing educational achievement or not. The sample includes the 3rd grade high students in Saveh during the educational year 2012-13, including 4200 students. Since this study is quasi-experimental, the sample including 40 students were randomly divided into 2 groups of 20 students in control and experimental groups. At first, an anxiety pre-test was given and the amount of students’ educational achievement was studied. Then, there were 12 sessions of critical thinking treatment and a post-test. Finally, the results of pre-test and post-test were compared and analyzed via SPSS software. The results indicated that the test anxiety in pre-test was approximately the same in both groups, but after critical thinking treatment sessions in experimental group, the anxiety was decreased to a great deal in post-test. The results of educational achievement test are indicator of dissimilar changes in control and experimental groups. The amount of achievement in experimental group indicates some sort of increase in post-test rather than pre-test. Regarding the results, it is possible to say that critical thinking training can be found useful in junior high school level

Effectiveness of False Belief Training (Theory of Mind) on Decreasing Behavioral Problems among First Grade Students

The theory of prerequisite mind for comprehension of social environment and the necessity of challenge in social behaviors are competitive. Beliefs reflect a method that is a world or at least what we want it to be a world. Thus, if we grasp that something is wrong, we will try to change it in accordance with the outside objects (Estington, 1993, as cited in Mashhadi, 2003). Understanding the false belief is the most important key factor in the theory of mind (Flavel et al., 1990, as cited in Jokar,Samani, Foladchang, 2000). The false belief means that a kid just relies on his or her own wants in behaving other people and does not consider others’ beliefs; such students usually are not able to do well in assignments of false belief, whereas those who do these assignments well, possibly have a great understanding of homogeneous belief and inclination, in this case, the kid relies less on his/her wants