Curricular Knowledge, as one of the key components of teacher Knowledge base, has received scant attention in second language teacher education. To address this gap, this study was conducted to explore the curricular Knowledge base of Iranian English language teachers. Data were collected using a questionnaire developed based on the components of curricular Knowledge mentioned in Roberts' (1998) model. Results showed that the teachers possessed an appropriate Knowledge of a few components of curricular Knowledge, including their awareness of materials suitability and structures of the lessons, their ability to judge the content of the materials or to translate the instructions in teachers' manuals into practical activities, and their ability to teach English as a Foreign Language textbooks. However, they showed a less developed Knowledge base on half of the components of the curricular Knowledge which comprised, inter alia, their cognizance of the content of the exams, cultural aspects of the textbooks, and learner-cantered activities. These findings imply that measures should be taken to help teachers fill the existing gaps in their curricular Knowledge through teacher education courses.

Drawing on language teacher cognition research and using a mix-method research design, the present study tried to offer a conceptual framework for the pedagogical Knowledge base in English Language Teaching (ELT). The aim was to see what categories of Knowledge Iranian English language teachers use in their teaching. Stimulated recall interviews were used with 6 practicing EFL teachers to map out the categories and units of pedagogical Knowledge that they drew upon in their teaching practices. At the same time, semi-structured interviews were carried out with 10 Subject Matter Experts (SMEs) and 10 experienced EFL teachers to probe into their judgments and opinions regarding the important domains of pedagogical Knowledge for English language teachers. Overall, the findings pointed to a 7 component model of pedagogical Knowledge in ELT. The components of this tentative model included Knowledge of Language, Knowledge of Teaching, Knowledge of Learning, Knowledge of Classroom Management, Knowledge of Students, Knowledge of Culture, and Knowledge of Context. The implications of these findings for teacher education programs are discussed at the end.

Esthetic is a natural necessity among all human beings, and the reconstruction of the natural features of prosthesis is considered an important aspect in dentistry. Reconstruction of the natural features in removable prosthesis by characterization of denture base is one of the most important factors. In this regard esthetic, in removable prostheses, is achieved through different techniques such as: tooth selection and arrangement, designing the denture base and acrylic base color. The final goal for all these effects is to achieve a natural appearance for denture. However, other factors such as treatment limitations, different personal needs and general health principles, should be taken into consideration. This article not only reviews the natural appearance of oral mucosa that is replaced by the denture base, but also discusses about the materials used in tinting acrylic denture base and their application techniques.

This paper claims that the failure of innovation network could be related to the type of Knowledge base of innovative activities within that network. Different aspects of innovation networks are affected by this Knowledge base like geographical configuration, structure, key members, and type of relations among members. Having a discussion about networks failure, this paper studies and analyzes the relation between Knowledge base and failure of innovation networks through analysis of empirical data which is extracted from four case studies of innovation networks in oil & gas industry with synthetic Knowledge base. Two of these networks were succeeded and two were failed. The findings show that in the networks with synthetic Knowledge base, the more academic members are involved, the more the structure is decentralized, the more relations are formal, and the more governance is open; then the probability of network failure would be more.

The development of Knowledge-based simulation systems results from the combination of simulation with Knowledge-based system technologies. The goal is to embed within the software as much of the required Knowledge and expense of the domain as possible. The ultimate goals of applying Knowledge-based systems to simulation are to reduce the total simulation life-cycle time and to have expertise readily available to the end-user. In this article, we are using Knowledge base for continuous, discrete and memoryless models in a model based simulation language called KB/MIBSL. By this language the user can simulate these three kinds of models with just one language. The language will help the user for completeness and correctness of the models and doing the simulation very easily.