Criticism is judging the merits and demerits of something and showing its weaknesses and strengths. Textbook evaluation, as a small step in learning and teaching process, can help teachers and learners find books that suit their needs and likes. In the present article, the book ‘ EDUCATIONAL Psychology’ (the 13th global edition) authored by Anita Woolfolk (2016) is reviewed and evaluated. This is a qualitative evaluation based on the writer’ s experience in teaching this source in postgraduate classes for several years. To do so, the formal characteristics and the content of the book and the degree of its success in fulfilling the objectives, which are mentioned in the introduction of the book, are examined. Although this book, like any other book, is not flawless, it can surely be recommended to those who are interested in the learning-teaching process. It is hoped that, via this article, this book would be read and used by more people in the scientific community of Iran.

The current research was conducted with the aim of identifying the employment competencies of EDUCATIONAL graduates from the perspective of view of employers. This research was applied in terms of purpose and was among the qualitative researches of Grounded Theory type. The participants of this research included 24 employers in the field of EDUCATIONAL (interviewers for the Education recruitment exam, directors of non-state EDUCATIONAL institutes, directors and recruitment officers of non-state schools, directors of kindergartens and preschools) in Birjand city. Data were collected using semi-structured interview and analyzed by Strauss and Corbin method and using MAXQDA-2020 software. In order to validate the research, two methods of member control and peer review or feedback were used. Consecutive review and comparison of data resulted in the extraction of 28 categories and 6 themes. Data analysis led to the formation of a sub-theory. The model shows that the focal variable is the process of education and teaching skills. The focal variable, under the influence of contextual and intermediate conditions, leads to the formation of the strategies of "being a lifelong learner", "research skills", "planning skills", "classroom skills and classroom management", "purposefulness" and "problem solving skills". became Finally, "increasing employability" was the consequence of this process.

Postmodernism represents skepticism toward metanarratives and universal ideologies that dominated the modernist era. The study focuses on three key postmodernist concepts - alternative assessment, process syllabi, and self-directed learning. Alternative assessment emphasizes evaluating the learning process over summative testing. Process syllabi focus on the learning experience rather than rigid outcomes. Self-directed learning enables student responsibility in setting learning goals and processes. This paper examined the effects of postmodernist EDUCATIONAL concepts on improving Iranian EFL learners’ autonomy. A quasi-experimental pre-test/post-test design was utilized with 60 intermediate level Iranian EFL students divided into an experimental and control GROUP (n=30 each). The experimental GROUP received instruction utilizing the three postmodernist concepts over 14 weeks, while the control GROUP received traditional modernist instruction. Autonomy was measured using a validated questionnaire before and after the intervention. The results showed the experimental GROUP demonstrated significant increases in autonomy compared to the control GROUP. Paired sample t-tests revealed significant differences between pre-test and post-test autonomy for the experimental GROUP across all three postmodern concepts - alternative assessment, process syllabi, and self-directed learning. This suggests postmodernist concepts that decentralize instruction and emphasize student process over outcomes can enhance Iranian EFL learners’ self-direction and responsibility for language acquisition. The study implies EFL syllabus designers and instruction should transition to postmodern models centered on individualized assessment, flexible syllabi, and student-guided learning to boost autonomy. Further research can expand sample sizes and explore additional postmodernist concepts across diverse demographics.

Context and purpose. Obtaining the private GAP standard for healthy product certification due to costs is out of reach in many small and mediumsized farms among smallholder farmers. GROUPGAP has provided a much-anticipated alternative where operators and farmers' cooperatives can pay the cost of certification on a cost-sharing basis. Therefore, the purpose of this research was to explain the development strategies of GAP standard with emphasis on GROUPGAP in the rice production system of Mazandaran province. Methodology/approach. Current research is qualitative and data analysis was conducted in the grounded theory method, during a three-stage process of open coding, central coding, and selective coding. The data collection tool included an in-depth and semi-structured interview with a qualitative content analysis technique, which was analyzed through Maxquda software. The statistical population of the research was 18 experts and specialists of the Agricultural Jihad Organization and managers of the Rice Farmers Cooperative Company of Mazandaran Province, who were selected by the purposeful sampling method. Findings and conclusions. After extracting the concepts of the content analysis of the interviews, 9 conceptual codes out of 30 initial codes were identified in the first stage of coding. After refining and merging, the codes were classified into 3 subcategories. These components include the GROUP certification system, the development of publicGAP programs and the development of private GAP. In the GROUP certificates, the two dimensions of contract system development and guaranteed purchase, the development of the cooperative company for the production of healthy products have been taken into consideration. It is recommended to strengthen the organizations and cooperatives of farmers and exporters, especially to strengthen young farmers and women organizations. Originality. Originality/innovation: Due to the importance of the GAP standard issue and farmers' problems in providing the audit fees and establishment of GAP certificate, so far, no comprehensive study has been carried out in Iran on the development of operational strategies for the establishment of GAP and GROUPGAP. Therefore, the current research is an attempt to provide a useful framework in explaining GAP standard development strategies with the participation of farmers in adopting the government, private, GROUP and cooperative certification system.

When the density current smashes into the lower dense fluid mass a plunge region will occur. Since the plunge depth bounds between density current and ambient fluid, determining of this point is important. In this research, the hydraulic parameters of density current and bed slope of stagnant fluid were investigated. To achieve the purpose of this research a physical model was built in the hydraulic laboratory of Shahid Chamran University (SCU) and various experiments were performed. In the experiments, the plunge depth at the different discharge of density current and density difference 6, 9, 13 and 16 kg/m3 at three slopes 8, 12 and 16% was measured. Then using Flow-3D under RNG turbulence model, plunge depth was simulated for the same experimental condition. The comparison of results obtained showed that the predicted plunge depth with Flow-3D under RNG turbulence model had a high and satisfactory accuracy. Finding showed that for the 8% bed slope, the results of RNG turbulence model 14% was more than experimental data. While, for the entire slope, the results of RNG turbulence model was predicted 10.5% in average more than measured data. Generally, the statistical investigations showed that the RNG turbulence model with satisfactory precision estimated the plunge point depth.

The effects of two isolates of Pasteuria penetrans were evaluated on root knot nematodes, Meloidogyne javanica and M. incognita-R2 on two month seedlings of Badamiriz pistachio cultivar. Two experiments were carried out with two concentrations of endospores of PA and PNG isolates (104 & 6.4×105 endospores/g soil) and cadusafos (50 Mg/1500 g soil) in a Randomized Complete Block Design in green house condition were planted in pot and treatments were applied at seedling stage (4-6 leaf). 80 days after planting the seedlings were removed from soil and all stages of nematodes were extracted and counted in roots and soils. The results showed that the PA isolate with 104 endospores/g soil was the best treatment in decreasing 88.8٪ of the final population of M. incognita-R2 in comparison with control, also PNG isolate with 6.4×105 endospores/g soil was the best treatment after nematicide in decreasing 71.2% of the final population of M. javanica when compared with control.

Outdoor learning can relate students with environment, community, society and themselves. It can benefit students of all ages and successful in a variety of settings. Furthermore, it can enrich the curriculum and improve EDUCATIONAL attainment. So, the present study has tried to explore experience of PhD candidates in Medical Education through a focus GROUP. Data were collected from PhD students in medical education after participating in an outdoor session through a focus GROUP which is frequently used as a qualitative approach to gain an in-depth understanding of social issues. Data were analyzed through conventional content analysis approach. Fifteen PhD candidates participated in focus GROUP. Most of them aged above 35. The majority of them were working at Education Development Center (EDC), the rest were clinical practitioner, faculty member and people involved with EDUCATIONAL activities. As to conventional content analysis of data, two main categories of instructional and inspirational sides of outdoor learning had emerged with three (Different physical space, Environmental distractors, and Innovative teaching method) and four subcategories (Informal communication, Attractive learning environment, inducing reflection, and making a new viewpoint) respectively. It is recommended to include the outdoor learning experience to provide situations for research and practice. It should be noted that curriculum reform might be necessary for planning the Outdoor learning environments and associated teaching learning methods.