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Showing 19 results for Mirdehghan


Volume 2, Issue 3 ((Articles in Persian) 2011)
Abstract

The importance of researches within the syntactic scope of different languages and dialects in scientific frameworks has specifically gained interest within the Optimality Theoretic Framework (OTE), within which the variety differences can be defined by differential rankings of the same set of constraints, and the concept of “Unity in Variety” in different linguistic domains is achieved. The present dialectological study is aimed to investigate the word order of declarative projections (including transitive, intransitive and clefting sentences) in Ateni/ Saravi dialect of Mazandarani language. To achieve the goals of the investigation, 27 dialectal declarative sentences are analyzed and represented by the usage of tableaus and diagrams throughout the paper. The analysis is performed by the aid of Grimshaw's (2001) left alignment constraints (Head Left, Specifier Left and Complement Left) as well as her (2001, 1997) obligatory element constraints (Obligatory Head and Obligatory Specifier). For the sake of determining the appearance and absence of subject in the projections studied in the dialectal data, the research applies Kohn's (2003) structural constraints including that of faithfulness (Full Interpretation, Parse) and markedness ones (Opearator-Specifier, No - Lexical Movement, Stay). Following Grimshaw (2001), the investigation of the concept of unity in variety has been followed throughout this study not only by the usage of alignment constraints but also by their number of violations; i.e. the variation lies only in which of the constraints to be violated, and the number of times it violates. In accordance, the present research demonstrates that the sameness of the number of elements in the dialectal projections results in the sameness of the total number of alignment violations that approves the unity in spite of superficial linguistic varities. Keywords: Word order typology, Alignment constraints, Obligatory element constraints, Structural constraints, Unity in variety.

Volume 3, Issue 1 ((Articles in Persian) 2012)
Abstract

The present research is a case study of gender differences of language usage in a pair of non-identical twins (a boy [Arsham] and a girl [Arshida]), performed on their using in Farsi Lexicon. The descriptive-analytic research is based on Mac-Arthur-Bates’s Communicative Development Inventories (CDI), according to which the twin’s lexicon has been divided into 22 categories, to which two extra categories are added. The language corpus is the twin’s recorded daily speech including 2535 words, categorized based on the framework. The frequency of each lexical group is evaluated throughout the research, together with the analysis of data accomplished by dependent T-test. The T-test results illustrated that there is a significant difference (p< 0.05) between the average of the twin’s usage only within the groups of 6, 10 and 16 as well as on their score of total scale (diagram 1 and table 26). This is while their average is near to each other in all other groups. Arsham’s average is higher than Arshida’s in any case of significant difference, showing his better doing in some groups. In the groups number 2 and 13, their doing and average is the same. Other similarities and differences in their lexicon can be summarized as follows: 1) Verbs in their lexicon have the highest frequency; 2) Abstract words have the least frequency; 3) Broadness and variety in the boy’s lexicon is more than the girl’s (of the whole corpus, 56.25% is devoted to the boy and 43.74% to the girl).

Volume 3, Issue 3 ((Articles in Persian) 2012)
Abstract

The present study aimed to provide a comprarative analysis of the performance of Persian monoligual and Azari-Persian bilingual adolescents in comprehension of Persian proverbs. The study has been made on the basis of the constraint satisfaction model, within which the effect of the variables of “linguistic context”, “familiarity” and “gender” is examined on their “speed of comprehension”. The corpus includes 142 high school students in two groups of monolingual and bilingual individuals. The proverb comprehension test has been provided as a testing software­ in which the data are saved in the textual format and the response timing is saved in milliseconds. Data analysis was performed by a two-way analysis of variance. The research findings illustrated the significant effect of the variables studied, that by itself supports the efficiency of the constraint satisfaction model, as its theoretical base, in the comprehension of Persian proverbs.  

Volume 7, Issue 1 (No.1 (Tome 29), (Articles in Persian) 2016)
Abstract

The present research is aimed to evaluate the working memory (WM) in Persian words (as a L2) in comparison to it in Chinese words (as L1) in Chinese Persian learners. Thirty learners at Dehkhoda institute were chosen as the study sample. Sampling has been relied on the available subjects who took part in the visual n-back task which was specifically designed to measure WM. The participants had to press the congruent key (predetermined number 1) if the stimulus was the same as the one presented just before, and pressed incongruent key (number 2) if it was not. Then they took part in the stroop test. In psychology, the Stroop effect is a demonstration of interference in the reaction time of a task. the stroop test here included 40 stimuli- a pseudorandom selection of 20 Persian words and 20 Chinese words, selected among four main color which was written with incongruent ink. The participants had to press the key predetermined the color of the word- not ink-. Accordingly, the score of their WM “accuracy”, WM “mean respond time”, attention bias “accuracy” and attention bias “mean respond time” have been calculated separately for both languages and compared with paired samples T test. Results illustrate a meaningful difference between L1 and L2 among the selective attention mean respond time, WM accuracy and WM mean respond time, and didn’t illustrate meaningful diference between L1 and L2 among selective attention accuracy.

Volume 7, Issue 3 (No.3 (Tome 31), (Articles in Persian) 2016)
Abstract

The purpose of this research is to analyze Differential Adpositional Case Marking (DACM) in Vafsi within OT framework by using the generalization of Aissen’s (2003) Differential Object Marking (DOM) model. While Bossong (1985) has traced DOM in more than 300 languages, DACM has not been investigated typologically, yet. DACM, as a branch of Differential Case Marking (DCM), questions the effect of semantic and/or pragmatic features on case marking of object of adposition. Evidence from Vafsi (Stilo, 2004) suggest that animacy in object of adposition (OA), affects its case marking; i. e. human and animate OAs in Vafsi will be oblique case-marked, while inanimate OAs are direct (nominative) case-marked. DACM OT model is developed using Prince and Smolensky (1993), Smolensky (1995) and the generalization of Aissen’s (2003) DOM OT model. The constraints hierarchies are extracted using formal devices of harmonic alignment and local conjunction.

Volume 8, Issue 5 (No. 5 (Tome 40), (Articles in Persian) 2017)
Abstract

Typology of language is 250year old. It is a systematic study of variations among languages and the presupposition of this definition is to consider some general principles governing language diversities (Comrie, 2001: quoted by Dabir-moghaddam). Word order is one of the integrated fields in determining differences and similarities in typology. Hawkins is one of the eminent linguists who has been the most influential figures of this branch specially word order. In addition to his vast knowledge in Generative Grammar, he had presented principles and universals related to word order (Hawkins, 1983:10). Dialectical studies have expanded greatly over the recent decades in Iran so that many linguists and typologists began to record and study the Iranian languages and dialects, they carried out many studies in the field of different dialects. The purpose of this study is to introduce Hawkins' theories, principles and universals related to word order, besides comparative analysis of word order between Azeri and standard Persian. This study was performed based on practical researches, theoretical framework and data collected through questionnaire in the analytic-descriptive method, also its conclusions prove the identity of Hawkins' some approaches on these two languages as well as verifying the similarities and differences about word order.                                                
  

Volume 9, Issue 4 (No. 4 (Tome 46), (Articles in Persian) 2018)
Abstract

    This paper aims at investigating and analyzing the coverage of Greenbergian universals in word order and inflectional categories within Razan, Tabriz and Istanbuli dialects of Turkish. The selected Iranian Turkish varieties are located in the western and northwestern regions of Iran and Istanbuli Turkish is placed in Turkey. To achieve the research goals, the data gathering has been performed via interview, voice recording and transcription. In continue, all the 45 Greenbergian universals have been examined on the selected data. In spite of their geographical distances, the research results demonstrate syntactic, morphological and typological similarities among the three varieties under consideration; although some differences are observed and notified therein, the most important one in the lexicon part. The data analysis illustrates the application of 18 universals within the data, among which around 40 percent are confirmed; although the percentage varies in syntactic, morphological and typological areas, which is demonstrated within the paper.

 
Mahinnaz Mirdehghan, Nader Jahangiri,
Volume 12, Issue 3 (1-2005)
Abstract

This research is designed to produce detailed descriptions of the morphological ergativity in three South Asian languages. The chosen sample includes Hindi/Urdu, Pashto and Balochi, as morphologically enough to achieve the goals and generalizations of the research. The study presents the range of variation in case and agreement marking in these South Asian descendants of the common Indo-Iranian language, in which the distinct systems of ergative case marking and agreement is to be compared, both within the nominal and verbal domain. While these individual languages are common examples of morphological ergativity, the range of variation among these languages has not been examined comparatively. The goals of this research are twofold. After a comprehensive overview, we present a detailed typology of ergative marking and agreement in the predetermined languages, demonstrating their common split ergative behavior. This process is manifested in two distinct strategies of markedness: Differential Case Marking (DCM) [including Differential Subject Marking (DSM), as well as Differential Object Marking (DOM); Aissen 1999] in the nominal domain, and marked agreement in the verbal domain; which is considered within a comparative account. It will be seen that the ergative marking and agreement patterns are not uniform across these languages. The overt morphological expression of case marking occurs of varying degrees in their nominal paradigms, while in the verbal paradigm the ways in which agreement morphology cross references arguments illustrates the common default agreement with the nominative argument in all three systems. The study proceeds as follows. First the range of variation in case and subject (St) marking in the sample will be presented, together with an overview of morphological ergativity. Following this, the typological splits, indicating the strategies of markedness and the variation in case marking splits (DCM), including both differential subject marking (DSM) and differential object marking (DOM), will be examined through the study. The effect of differential object marking (DOM) on verb agreement is considered next; and finally, a summary of the typology of variation in the domain of the study will be presented. Noteworthy is that the acheived comparative patterns can be considered as representatives of languages in the Indo-Iranian family.

Volume 13, Issue 1 (March & April 2022 2022)
Abstract

Regarding the necessity of selecting efficient language learning strategies and methods for teaching English to Persian-speakers, the Langacker’s cognitive grammar theory has been used as a creative method in teaching. The present study aims to evaluate the creative usage of cognitive grammar in education to simplify the process, provide better learning, and develop creativity and linguistic capabilities. For this purpose, the following questions have been addressed: 1. What is the increasing number of words used by both control and test groups, after passing the “creative course of the learning style of describing a word in a sentence” through the “specificity” attribute in meaningful contextual textures? 2. How can we use the “syntagmatic combinations” attribute to facilitate the teaching of “complex linguistic units” construction in the sentences? In this regard, following the creative training of participants with a cognitive approach, 46 Farsi speakers were analyzed qualitatively and quantitatively by using SPSS software. By using the creative courses of learning style and describing the word using Langacker’s cognitive grammar, together with quasi-cognitive charts for simplifying the education process, learners were able to create linguistic well-form sentences. The research results demonstrates that after completing the creative course of the learning style of describing a word in a sentence, the test group could expand 98% of the words from the total number of textbook words and include them in their texts; while the control group, who hadn’t gone through the creative course, managed to collocate only 44% of the total words. The outcomes illustrate the high effect of the approach in facilitating English teaching for Persian-speaking children.
1. Introduction
The present article seeks to introduce one of the easy teaching methods from Langkaker's grammatical point of view. In this research, “how to expand vocabulary”, “specificity”, “mixed structures” and “synchronization relations of nominal groups” are investigated and presented in the form of tables and statistical charts. By examining the present study from a cognitive perspective, we can examine the application of some key concepts of this grammar in teaching and simplifying second language learning, based on Langaker's grammatical theory. Hypotheses in the present study are as follows: Hypothesis 1: after passing the creative course the test group, can describe more words in a sentence and in texts by using the characteristic feature; Hypothesis 2: creative diagrams, similar to cognitive diagrams in syntagmatic combinations, can be used to simplify teaching the construction of complex linguistic units and adaptation of expressions. The present study aims to evaluate the creative usage of cognitive grammar in education, which simplifies the process, provides better learning, and develops creativity and linguistic capabilities. In addition to performing qualitative and quantitative analysis via statistical softwares provided on the basis of the narrative texts of language learners, by the usage of Langaker's cognitive theory in the field of cognitive grammar, the present study provides a creative way to facilitate language learning for Persian-speaking children at the intermediate level and to test the research hypotheses. Accordingly, the study presents a solution for the learners’ educational problems to facilitate the content through innovative methods in effective teaching.
Research Question(s)
In this research, the following questions were addressed: 1. After passing the “creative course of the learning style of describing a word in a sentence” what is the increasing number of words used by the control and test groups through the “specificity” attribute in meaningful contextual texture? 2. How can we use the “syntagmatic combinations” attribute to facilitate the teaching of “complex linguistic units” construction in the sentences?

2. Literature Review
So far, various research has been conducted on fostering creativity in teaching and learning. However, to the best of our knowledge, most research has not mentioned the creative usage of cognitive grammar in education. The position of cognitive sciences in education to provide opportunities for the growth of creativity and language capabilities is low. Training that accompanied by a cognitive approach will be effective and efficient. Torrance (1968) studied the factors of creativity and mentioned intelligence, family and personality traits of individuals. In a study, Ronald and Standler (2005) cited the efforts of parents and other educators as a key factor in fostering creativity. Gardner (2002) showed that educators and mentors could play an important role in motivating creative learners. Still, noteworthy is that the researches present explanations of theories, while the matter isn’t used for practical teaching English for Persian- speaking children.

3. Methodology
The present research is of applied and theoretical type in terms of purpose. The unit of observation is by collecting data, linguistic narratives, from children. Language learners, as the community of the case study in this research, were aged 10 to 12 years. This research was considered as a survey research based on the time of collection and performed experimentally on the control and test groups for 4 months. After creative training with a cognitive approach, 46 Farsi speakers were described qualitatively and quantitatively by using SPSS software. As a result, by using the creative courses of learning style and describing the word using Langacker’s cognitive grammar, learners were able to create linguistic well-formed sentences.
4. Results
The following diagrams summarize the results for the control and test groups:

Control group figure 1
Chart of the amount of words used by the control group during surveys and assessments


Test group figure 2
 Chart of the amount of words used by the test group during surveys and assessments

Also, a comparison has been made within the charts of the percentage of new words used in both total and each word in the control and test groups, shown below. As seen, figure 3 illustrates the expansion of 98% of textbook vocabulary by language learners in the creative cognition teaching.

Figure 3
Vocabulary expansion and demonstration of the effectiveness of the creative cognitive method in teaching

5. Discussion
The purpose of putting phrases together is the diverse creativity of each person and the creative power of individuals that can construct a variety of linguistic expressions in a possible way according to their knowledge of the grammatical principles of the target language. Talents of learners are different in the arrangement of phrases, and individuals create and conceptualize relationships between words as they imagine them, in producing meaningful linguistic phrases. After 3 months of training and introducing various methods of describing a word, learners managed to develop words using descriptive methods.
After a semester of training, language learners were able to present a short narrative such as the sample and explain each description. They started with a word, turned it into a linguistic phrase, then connected the phrases together, and created meaningful sentences. Finally, they connected the meaningful linguistic sentences which is seen in a meaningful narrative example below. The following chains are produced by the learner after easy and creative training.
The result of creative teaching through Langaker's grammar is the formation of the following well-structured language chains by the learners. Consequently, the learners are able to easily move a word to the level of the text. An example of a text that has been developed and specified by a learner after creative cognitive training is given below.

Figure 4
 Expanding words and specifying each word by the learner



6. Conclusion
As a result, by using the creative courses of learning style and describing the words by the usage of Langacker’s cognitive grammar, and using the quasi-cognitive charts in simplifying the learning process, learners were able to create linguistic well-form sentences. After completing the creative course of the learning style of describing a word in a sentence, the test group could expand 98% of the words from the total number of textbook words and include them in their texts; while the control group only managed to collocate 44% of the total words.

Appendices
The appendices are mentioned below.

Appendix A: Sample of language texts for learners along with their edited text.





Appendix B:
Frequency tables of words used in the control and test groups



Appendix c: samples of making sentence in test groups

 


Volume 13, Issue 6 (January & February 2023 2022)
Abstract

In the present research word order has been used to determine the type of Eastern Armenian Language in comparison to the groups of “Eurasian” and “world” languages based on Dryer's (1992) Branching Direction Theory. Dryer (1992), has introduced 23 correlation pairs as verb-patterned and object-patterned, to determine the word order in languages. He has argued against Greenberg's (1963) “Head-Dependent Theory” and by presenting “Branching Direction Theory” has concluded that the word order correlations reflect a tendency for languages to be consistently right-branching or consistently left-branching. The main question here is to investigate the belonging of Eastern Armenian language to the OV or VO language types, in comparison to “Eurasian” as well as “world languages”. In achieving the research goals, 19 valid correlation pairs have been analyzed within the collected data. The results show that Eastern Armenian language in comparison to group of “Eurasian” languages has 14 characteristics of strong OV languages and 15 characteristics of strong VO languages, hence, it has a tendency to VO languages; In case of its comparison to the group of “world languages” it has 14 characteristics of strong OV languages and 14 characteristics of strong VO languages, hence, it has a tendency to both OV and VO languages. Furthermore, it illustrates that despite Dryer's (1992) claim, the Eastern Armenian language does not have tendency to be classified consistently in a left-branching or right-branching type. Based on these, the median type could be considered as an independent type for Eastern Armenian language.
1. Introduction
One of the most important topics in language typology is the study of word order in languages. Dreyer is among the most well known linguists in this field. He (1992) has introduced 23 correlation pairs as verb-patterned and object-patterned, to determine the word order in languages and by presenting “Branching Direction Theory” he has concluded that the word order correlations reflect a tendency for languages to be consistently right-branching or consistently left-branching. The main question here is to investigate the belonging of Eastern Armenian Language to the OV or VO language types, in comparison to “Eurasian” as well as “world languages”.

2. Literature Review
The question of whether the basic word order in Eastern Armenian is OV or VO is a matter of controversy. Many descriptive and typological studies consider it to be a SOV language (Der-Houssikian, 1978; Dryer, 1998; Dum-Tragut, 2002; Howkins, 1979; Hawkins, 1983; Kozentseva, 1995; Minassian, 1980). The studies based on the generative grammar have placed it in group of SOV languages, considering that it is head final, therefore SVO order is considered as the result of movement (Hodgson, 2013; Giorgi & Haroutyunian, 2016; Kahnemuyipour & Megerdoomian, 2011; Tamrazian, 1991; Tamrazian, 1994). Some studies have placed it the median type between OV and VO (Dum-Tragut, 2009; Dryer, 2013 in WALS). Other grammarian believe that SVO is its basic order (Abrahamyan, 1975; Arakelyan, 1958; Badikyan, 1976; Papoyan & Badikyan, 2003). Faghiri and Samvelian (2019) show that the distribution of SVO order is too high to qualify as a marked option.


3. Methodology
As a descriptive-analytical study, the main data collection of the present research has been provided by the first author as a native Eastern Armenian speaker in the form of sentences, clauses and phrases in Eastern Armenian. In addition the gathered data has been asked from 15 other Iranian-Armenian speakers and have been compared to the examples of Avetisyan and Zakaryan (2012).

4. Results
The results show that 4 out of 23 correlation pairs do not apply in Eastern Armenian which are as follows: 1. adpositional phrases and manner adverbs, 2. order of verb and negative particle, 3. order of content verb and negative auxiliary verb and 4. order of plural word and noun.
The 19 correlation pairs which are used in this study are 1. adposition and NP, 2. N and Relative clause, 3. noun and genitive, 4. adjective and standard of comparison, 5. verb and adpositional phrase, 6. verb and manner adverb, 7. copula and predicate, 8. "want" and subordinate verb, 9. noun and adjective, 10. noun and demonstrative, 11. adjective and intensifier, 12. tense/aspect auxiliary and verb, 13. question particle and sentence, 14. adverbial subordinator and S, 15. noun and article, 16. verb and subject, 17. numeral and noun, 18. tense/aspect affix and verb stem, 19. possessive affix and noun.     
There are two differences between results of present research in compared to Wals data. The first difference is about adposition. Examples 1 to 4 respectively show that Eastern Armenian has pretposition, postposition and adpositions which used as both preposition and postposition.
Example 1. preposition
ARA-n gn-AtsH depi tun
Ara-DEF go-3SG.PAST to home
"Ara went home."
Example 2. postposition
ARA-n siRAn-i pHoxARen kARtH-AtsH
Ara-DEF Siran-ezafe instead of read-3SG.PAST
"Ara read instead of Siran."
Example 3. preposition
bAtsHi ARAj-itsH mARtH tSH-kA-R
but Ara-ABL person  NEG-be-3SG.PAST
"There was no one but Ara."
Example 4. postposition
ARAj-itsH batsHi mARtH tSH-kA-R
Ara-ABL But Person NEG-be-3SG.PAST
"There was no one but Ara."
The second difference is about question particle which could be placed at the beginning, middle or end of the sentence. Alternatively, the sentence can be used without question particle. Examples 5 to 8 show the position of question particle while example 9 represents a sentence without question particle.
Example 5.
ARtHjokH du indz siR-um     es
Q-marker You Me like-PROG 2SG.PRES.AUX
"Do you like me?"
Example 6.
du ARtHjokH indz siR-um       es
you Q-marker me like-PROG 2SG.PRES.AUX
"Do you like me?"
Example 7.
du indz ARtHjokH siR-um     es
you me Q-marker like-PROG 2SG.PRES.AUX
            "Do you like me?"
Example 8.
du indz siR-um     es ARtHjokH
you me like-PROG 2SG.PRES.AUX Q-marker
"Do you like me?"
     Example 9.
du indz siR-um     es
you me like-PROG 2SG.PRES.AUX
       "Do you like me?"
The results show that Eastern Armenian language in comparison to group of “Eurasian” languages has 14 characteristics of strong OV languages and 15 characteristics of strong VO languages, hence, it has a tendency to VO languages; In case of its comparison to the group of “world languages” it has 14 characteristics of strong OV languages and 14 characteristics of strong VO languages, hence, it has a tendency to both OV and VO languages. Table 1 shows Eastern Armenian language in comparison to Eurasian languages and table 2 shows Eastern Armenian language in comparison to world languages.

Table 1.
Eastern Armenian language in comparison to Eurasian languages
Element 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Total
Type
Strong
verb final
X X X X X X X X X X X X X X 14
Weak
verb
final
X X X X X X X X X 9
Weak
Verb medial
X X X X X X X X 8
Strong
Verb medial
X X X X X X X X X X X X X X X 15



Table 2:
 Eastern Armenian language in comparison to world languages
Element 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Total
Type
Strong
verb final
X X X X X X X X X X X X X X 14
Weak
verb
final
X X X X X X X X X 9
Weak verb medial X X X X X X X X X 9
Strong
Verb medial
X X X X X X X X X X X X X X 14

5. Conclusion
The research findings show that in comparison to the group of “Eurasian” languages Eastern Armenian has a tendency towards VO languages. In case of its comparison to the group of “world languages”, it has a tendency to both OV and VO languages. Based on these, the median type could be considered as an independent type for Eastern Armenian language.
 

Volume 16, Issue 1 (1-2014)
Abstract

The pomegranate fruits of cvs. Malas Yazdi and Malas Ashkezar were immersed in SA (1 and 2 mM from source of acytyl salicylic acid) for five minutes, in JA (0.3 and 0.4 mM from source of n-propyl dihydrojasmonate) for fifteen minutes, in CaCl2 (1 and 2%) for five minutes, and in distilled water for five minutes as control. Then, the fruits were stored in cold storage at 1.5±0.5ºC and 85±5% relative humidity for 2 months. Every 21 days, samples were taken out of the cold storage and were kept at 20ºC for 3 days before analysis. The analysis results revealed that treatments with SA, JA, and CaCl2 significantly reduced the chilling injury of pomegranate fruits. The lowest chilling injury index was observed in 0.4 mM of JA-treated fruits and the highest was for untreated fruits. Electrolyte leakage of fruits increased upon treatments of fruits with 0.3 mM JA and 2 mM SA, but it was not significantly affected by other treatments. Treatments of fruits with SA, JA, and CaCl2 had no significant effect on phenolic compounds, but the total soluble solids of fruit juices was increased. Our findings indicated that total antioxidant activity decreased in treatments with 1, 2 mM SA and 0.3 mM JA , but it was not significantly affected by other treatments.

Volume 17, Issue 108 (February 2021)
Abstract

Pistachio is one of the most popular nuts in the world because of its taste and nutritional properties. Mostly, its consumed dry in harvest period. Major factors limiting for shelf life of pistachios are browning and water accumulation. In this study, the effects of citric acid (1, 1.5 and 2%) and ascorbic acid (15, 25 and 35 ppm) and two types of plastic packs (polyethylene and polystyrene) on storage life (days 0, 25 and 45), Ahmad aghaie pistachio was studied. According to panelists, the use of acid treatments for 25 day of storage was able to maintain the appearance and taste characteristics of pistachio and since then there was no significant difference between treatment and the control sample. Pistachios treated with 15 ppm ascorbic acid in polystyrene pack were more favorable in appearance and browning than polyethylene pack. The maximum of phenol was related to ascorbic acid treatments (15 ppm) in polyethylene pack. Anthocyanin and chlorophyll amount decreased during storage, but carotenoids first increased and then decreased. Pistachio pigments such as chlorophyll, anthocyanin and carotenoids were preserved in polyethylene packages than polystyrene. Citric acid treatment (1.5%) had the maximum percentage of fat. Overall, the polyethylene pack and ascorbic acid 15 and 25 ppm and citric acid 1.5% concentration maintained the qualitative and quantitative properties of pistachio.


Volume 18, Issue 110 (April 2021)
Abstract

Pistachio is one of the most important horticultural produce is used both in dry and fresh form. The fresh pistachio is very perishable due to its high respiration, heat production and moisture resulting to short shelf life. Therefore, in order to maintain quality and improve the shelf life of this produce, a factorial experiment with two treatment factors (control, 2 g activated carbon sachets, 4 g activated carbon, 2 g activated carbon impregnated with potassium permanganate saturation, 4 g activated carbon impregnated with potassium permanganate Saturation) and storage time (0, 20 and 45 days) was designed in a complete block with four replications on pistachio cultivar Ahmad Ahaghei. The results showed that different indices of evaluated fruit quality included weight loss, hull firmness, total chlorophyll, lightness, total color changes, antioxidant activity, anthocyanin, hull and kernel phenolic compounds and PPO activity was affected by the treatments. hull firmness, total chlorophyll, lightness, antioxidant activity, anthocyanin, phenolic compounds decreased during storage time but weight loss, total color changes, and PPO activity increased then control and treatments maintained these traits. Among the treatments 4 g activated carbon impregnated with potassium permanganate had the most effective on maintaining the quantitative and qualitative characteristics of this pistachio cultivar.

Volume 18, Issue 110 (April 2021)
Abstract

In 2018, the effect of combined treatments of gamma aminobutyric acid with carnuba wax on storage of fresh pistachio cultivar Ahmad Aghaie was investigated using a factorial experiment based on a completely randomized design with three repeats. Factors were edible coatings in five levels including control (distilled water), 10 mM gamma aminobutyric acid (G10), 1% carnoba with 10 mM gamma aminobutyric acid (C1G10), 2% carnoba with 10 mM gamma aminobutyric acid (C2G10) and 3% carnoba with 10 mM gamma aminobutyric acid (C3G10) and the storage time at two levels (25 and 50 days). The results showed that most of the qualitative and quantitative traits such as hull and kernel firmness (4-8% for hull firmness and 7-19% for kernel firmness in different treatments), hull moisture percent (1-2%), total kernel chlorophyll (11-34% in different treatments), aroma (3-30%) and taste (7% decrease in 50th day) showed a descending trend during storage. Kernel carotenoids (5-22%), kernel phenolic compounds (35-44%), kernel flavonoids (8-32%), kernel lipids (31-65%), and antioxidant activity (2-4%) showed an increasing trend. Among the applied treatments, C1G10 seemed to be able to retain most of the qualitative and quantitative characteristics of fresh Ahmad Aghaie pistachio up to 50 days of storage.

Volume 18, Issue 111 (May 2021)
Abstract

Nutritional value, deliciousness and ease of digestion, high calories, suitable vitamins and minerals are some of the qualities that make pistachios superior to other kernels and are often consumed dry. Fresh pistachio does not have long shelf life despite its higher nutritional value, therefore, studying the methods of increasing the storage of fresh pistachios for the market is one of the aims of this product. In this regard, a study was carried out to investigate the effect of combined treatment of carboxymethyl cellulose (CMC) with different concentrations of two essential oils of clove and on the storage life of pistachio cultivar, Ahmad Aghaei. In this study, factorial experiments were conducted in a completely randomized design. In this experiment the treatments were in two levels, one concentration of control edible (distilled water), 0.5% CMC, 0.5% CMC +400 mg clove, 0.5% CMC +800 mg clove + 0.5 0% CMC +1200 mg clove and second factor of storage period were studied at two levels (25 and 50 days). The results showed that with increasing storage time, skin and kernal firmness decreased in all treatments. The percentages of weight loss, chroma index, malondialdehyde, hydrogen peroxide increased during storage. The application of carboxymethyl cellulose alone and with the essential oils of cloves compared to the distilled water application improved most of the factors studied. The combined treatments were able to maintain fruit firmness compared control sample and were unable to maintain the amount of phenolic compounds, total chlorophyll of kernal, and kernal carotenoids during storage. Overall, the combination of carboxymethyl cellulose with 400 mg / L of clove essential oil were able to retain most of Ahmadaghaiechr('39')s pistachio quantitative and qualitative characteristics for up to 50 days.


Volume 22, Issue 3 (4-2020)
Abstract

In Iran, allocating tractors and agricultural machinery to regions that have different characteristics has been a challenge. This study was carried out in order to develop an optimal and practical model for distribution of agricultural machinery throughout the country. Gini coefficient was used in order to investigate whether current status of tractor distribution is suitable. This coefficient confirmed that the current tractor power distribution is not appropriate since there were no relationships between Gini coefficient of distributed machinery power and crop production or farm area. Accordingly, two main techniques were applied to develop a suitable agricultural machinery distribution pattern; i.e. a Fuzzy Analytical Hierarchy Process (FAHP) and a Weight Restriction Data Envelopment analysis (WR-DEA) technique. A power distribution category was defined in order to show qualitatively how much machinery power should be sent to each province. The outputs of both FAHP and WR-DEA models showed that three and nine provinces need ‘much more power’ and ‘more power’, respectively, while four and three provinces need ‘absolutely no more power’ and are ‘currently suitable’, respectively. The sensitivity analysis revealed that none of the developed models was sensitive to the weights defined by a panel of experts. The similarity of the results obtained from both models implies that the provided agricultural machinery distribution pattern is reliable and can be used in the country.
 

Volume 22, Issue 6 (11-2020)
Abstract

In order to compare the effect of three nutrient solution replacement methods in an NFT system and pruning on hot pepper, a factorial experiment was conducted. Factors included nutrient solution replacement method (complete nutrient replacement, partial nutrient replacement according to EC, and partial nutrient replacement according to plant requirements) and pruning (pruning and non-pruning). Results showed that the highest vegetative growth was recorded in plants fed by complete replacement of nutrient solution, while plant fed based on EC showed the lowest vegetative growth and nutrients concentration. Leaf Chlorophyll a (Chl a) and Total Chlorophyll (TChl) decreased in plants fed according to EC control and plant requirements compared to complete replacement of nutrient solution. All these traits were higher in non-pruned plants than in pruned plants. Fruit yield decreased in plants fed based on nutrient solution EC and plant requirements, and pruning treatment decreased these traits, but the highest single fruit weight belonged to pruned plants fed based on plant requirements. The highest fruit carotenoid content, Total Soluble Solids (TSS), and vitamin C were recorded in plants fed according to nutrient solution EC, and these traits were higher in the pruned plants compared to non-pruned ones. The results also showed that pruning caused a reduction in plant growth and fruit number, therefore, it is not recommended for hot pepper cv. Sentela.

Volume 24, Issue 3 (5-2022)
Abstract

 Pomegranate is a popular fruit, rich in antioxidants and minerals but sensitive to postharvest storage. The efficiency of 5 and 10 mM γ-Aminobutyric Acid (GABA) combined with 0.5% carnauba wax as edible coating was investigated on extending the cold storage life of pomegranate fruit (Cv. Malas Saveh) after 45 and 90 days. Coatings maintained fruit freshness, inhibited the chilling injury symptoms, reduced peel malondialdehyde formation (minimum of 0.74 nM g-1), reduced loss of aroma/taste, and increased aril antioxidant activity (maximum of 94.9%). Aril anthocyanin content was more stable in 5 mM GABA coated than uncoated fruits. However, the coatings caused more weight loss on 45th day (11.0% in 10 mM GABA and 8.3% in the control). This parameter was similar in coated and uncoated fruits after 90 days. Aril phenolic content in coated fruits was higher on 90th day but not on 45th day (maximum of 0.08 mg.100g-1 in the control on day 45). Aril lightness increased in the control sample on 45th day while coated fruits were more similar to harvest time. After 90 days, the control and treated samples were similar. The color scales (a*, b*, and Chroma) values of peels and arils declined by storage without any significant effects of coatings. Peel and aril Hue did not change by storage time or coatings. Results suggested some benefits of coatings for retaining the postharvest quality of pomegranate fruits.

Volume 26, Issue 1 (1-2024)
Abstract

The present study was conducted to investigate the effects of two concentrations of Aloe vera gel (7.5 and 15%) on quantitative and qualitative characteristics of lime during storage time (20, 40, and 60 days). The study was performed as a factorial experiment in a completely randomized design with four replications. After dipping (5 minutes) and drying, the fruits were packaged in low-density polyethylene containers and transferred to cold storage at 4±1°C and 85±2% relative humidity. The results showed a decrease in fruit sourness and aroma and an increase in fruit bitterness during storage. The highest rate of chilling injury and decay belonged to the control. Aloe vera gel 15% had the lowest fruit bitterness (30%), decay, and malondialdehyde compared to the control on day 60 of storage. The Aloe vera gel enhanced peroxidase activity as an antioxidant enzyme and decreased defense-related enzymes such as phenylalanine ammonia-lyase activity. The maximum vitamin C was related to Aloe vera gel 15%. According to the results, Aloe vera gel, could not effectively control weight loss and firmness. During 60 days of storage, compared to the control, Aloe vera gel 15% increased Chroma index (2.07%) and vitamin C (26.37%), and prevented decay (100%), chilling injury (25.75%), bitterness (42.85%), and malondialdehyde (35.80%) of lime fruit.

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