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Aim: The aim of this study was comparing behavioral disorders in students with depressed and non-depressed mothers.
Methods: This case-control study was conducted among 35 (7-11 years old) children of depressed mothers as a case group and 35 children of healthy mothers as control group in Ahvaz, Iran, in 2015-16. The sample size was selected by multistage random cluster sampling. Research tools were Beck Depression Inventory, and Rutter behavioral disorders questionnaire. Data were analyzed using T-tests in the SPSS software (ver. 18).
Findings: Based on the findings of this study, more depressed mothers have children with more behavioral disorder. Aggression, hyperactivity, depression, anxiety, social dysfunction, and anti-social behaviors were seen more among students with depressed mothers comparing to students with non-depressed mothers.
Conclusion: Maternal depression is related to a wide range of child outcomes, and the effects continue from birth into adulthood. Children of depressed mothers are two to three times more likely to develop a mood disorder, and are at increased risk for impaired functioning across multiple domains, including cognitive, social and academic functioning, and poor physical health. At the same time, many children of depressed mothers develop normally. Therefore, the key research goal is to understand the pathways and processes through which maternal depression affects children. Child psychological counseling and psychiatric management along with mothers’ treatment is advisable.

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children and mothers of normal children.
Methods: This study was a comparative in terms of comparing obsessive-compulsive disorder and coping stress among mothers of disabled and normal children and correlation in terms of prediction of coping stress among two groups. All obsessive-compulsive women in Ahwaz, which was implemented on January 2017. 100 mothers of disabled children and 100 mothers of normal children were tested based on the severity of their OCD and their responses out of 40 scores: scores between 24-27, without OCD and scores between 27-32, with OCD, and scores greater than 32, very severe OCD and a functional disorder. Of these, 50 mothers of disabled children and 50 mothers of normal children having scores between 32 and 27 were selected for the test. In fact, their selection was done purposefully. Data collected with Yale–Brown Obsessive Compulsive Scale (Y-BOCS), and Coping Inventory for Stressful Situations CISS, which were analyzed with SPSS 23.
Findings: Mothers of normal children in stressfull conditions use problem-solving strategies. Approximately 68% of the variance criteria are predictable for OCD in the mothers of both disabled children and normal children. Accordingly, mothers of disabled children experience more stress than mothers of normal children.
Conclusion: Mothers of disabled children use emotion-focused and avoided strategies for coping stress.

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Whiteflies are becoming a very serious menace and have shown resistance to many synthetic insecticides since early 1980s. The greenhouse white fly, Trialeurodes vaporariorum (Westwood) is one of the most significant pests in many horticultural and greenhouse crops worldwide. Currently, it is controlled by chemical pesticides. In current study, the best conditions for chemical control of T. vaporariorum on gerbera applying Confidor^®, Palizin^® and Proteus^® were investigated. The experiment was performed in a commercial greenhouse in Pakdasht, Tehran. The same size and not yet flowering gerbera plants in pots were selected for further analysis. Before the experiment, the numbers of nymph and adults were counted in order to evaluate application effect on their population. Each pot was covered by insect-proof net, separately. Selected factors included: the pesticide in three levels, pesticide dose in three levels (0.5, 1 and 1.5 ml/l), application time in three levels (at 8, 12 and 16 O’clock) and replications in a month in three levels (2, 4 and 6 times). The experiment was conducted on the basis of Response Surface Method with central composite design to optimize the chemical control condition. Data were analyzed using Design Expert 10 software. The mortality percentage model for adults was predicted. Based on the predicted model, the optimum conditions for controlling greenhouse whitefly in gerbera commercial greenhouses were obtained. Optimal conditions with the less replications, which was two, were predicted with the dose of 0.5 to 0.7 ml/l up to the time at 10 or dose of 1.5 ml/l at the time 16 using Proteus^®.

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Second-language (L2) acquisition is generally thought to be constrained by maturational factors that circumscribe a critical period for native-like attainment. Consistent with the maturational view are age effects among learners who begin L2 acquisition prior to, but not after, closure of the putative critical period. Some studies indicate that native-like acquisition of a second language by learners after critical period rarely happens. Some subsequent studies do not support the critical period account of L2 acquisition constraints, however. Accordingly, this study was undertaken to investigate the impacts of maturational constraints on native-like attainment of second language accent, pronunciation, and intonation by Iranians who spent some years in English-speaking countries. The performance of 120 Iranian late and early arrivals was evaluated using a 6 point semantic differential scale. Descriptive and inferential statistics (independent sample t-test and ANOVA) were run (p≤ .05) to analyze the data. In keeping with other researchers, the results of the study indicate that L2 native-like attainment is constrained by the age of language learners. The results also indicate that late language learners who lived in an English-speaking country acquired near native-like proficiency whereas the late language learners who lived just in Iran were not able to acquire near native-like pronunciation. We also found modest evidence of native-like attainment among late learners.

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Though personality factors and language learning strategies have been extensively examined over the last three decades, we have witnessed a dearth of studies zooming in on these issues from a cultural perspective within the Iranian context. Additionally, few studies have investigated whether personality factors can predict the choice of language learning strategies in an Iranian EFL context. In response to these shortcomings, a group of Iranian EFL learners were administered Big Five Factors Inventory (Goldberg 1993), Strategy Inventory for Language Learning (Oxford 1990) and Metacognitive Awareness of Reading Strategies Inventory (Mokhtari & Reichard 2002). It was found that the Iranian EFL learners could highly or moderately used the language learning strategies. It was also found that personality factors could predict the use of some language learning strategies in the cultural context of Iran. It was concluded that cultural norms could modulate some aspects of personality and language learning strategies and consequently some aspects of personality could predict the choice of particular language learning strategies. An awareness of learners’ personality factors and the way they shape the language learning strategies can contribute to successful language learning and optimally help teachers devise appropriate teaching techniques.

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In- service professional development activities seem to be of much significance to teachers who face challenges in teaching or teaching related issues such assessment and curriculum development. Despite the rich literature review of teachers' professional development, in-service professional development needs of EFL teachers have not been assessed yet. The present study aimed at developing and validating an in-service professional development needs scale for EFL teachers. In doing so, a mixed research method was used.  In the qualitative phase, the professional development needs were explored through interviewing with 20 EFL teachers who were selected through purposive sampling. In the quantitative phase, the professional development scale was submitted to 220 teachers. Data were analyzed through running exploratory factor analysis and Cronbach's alpha. Results showed that extracted professional development needs were reduced to four main areas: a) teaching, communication skills and assessment, b) educational psychology and technology, c) material development, and d) language and meta-language skills. The findings can be used by language schools and educational centers to provide EFL teachers with the most urgent professional development needs.