High gain Balun-low-noise-amplifier (LNA) is proposed for tuner of digital televisions (DTVs). The proposed Balun-LNA is based on CS-CG (common-source-common-gate) structure. To improve the isolasion AND frequency response, Balun-LNA has cascode transistors before load resistors. Balun-LNA uses current-bleeding circuit to increasie transconductance of CS transistor, so that current-bleeding transistor has transconductance of N-1 times larger than transconductance of cascode transistor. Thereby, transconductance AND current of CS transistor are increased N times, as N-1 times of current pass to current-bleeding transistor. Therefore current of CG AND CS stages stay identical. Also, Balun-LNA employs a POSITIVE feedback to satisfy input impedance matching AND CG transistor has higher transconductance. By increasing transconductance of CS AND CG transistors, the proposed Balun-LNA achieves to high voltage gain. Accordingly, CG AND CS tansistors have symmetrical currents AND loads at the differential output of the proposed Balun-LNA. Symmetrical loads cause the balanced differential outputs. This proposed Balun-LNA is designed in 90-nm CMOS technology AND covers the frequency range of 40 MHz to 1GHz. This Balun-LNA achieves the voltage gain of 22.6 dB, S11 of less than -10 dB AND the Minimum NF of 5 dB. This Balun-LNA operates at the nominal supply voltage of 2.2v.

Introduction: The present study aimed to investigate the role of AFFECTIVE family ATMOSPHERE, school ATMOSPHERE, AND perceived social support on predicting aggressive behavior AND addiction readiness in students. Method: The research method was descriptive-correlational with a structural equation modeling. The statistical population consisted of all second grade high school students in Tehran studying during the academic year 2017-2018. A total number of 485 samples were selected rANDomly by multi-stage cluster sampling method. The data analysis was conducted by EMOS software ver. 24 AND SPSS ver. 25. Results: Full effect of AFFECTIVE family ATMOSPHERE on aggressive behavior was significant AND this readiness had a direct AND significant effect on addiction readiness. Investigations of school ATMOSPHERE on addiction readiness AND aggressive behavior showed a complete AND significant direct effect between these variables. Also, the direct effect of perceived social support on aggressive behavior showed to be complete AND insignificant. There was no direct AND complete direct effect of perceived social support on addiction readiness. Conclusion: Based on the findings of this study, AFFECTIVE family ATMOSPHERE AND school ATMOSPHERE can predict aggressive behavior AND addiction readiness among students.

Purpose: The purpose of this research was to compare the sense of belonging to the school, the perception of the school ATMOSPHERE AND the academic vitality of elementary school boys in non-profit AND normal schools in Qain city. Method: The method of this research was descriptive AND comparative. The statistical population of this research included all elementary students of non-profit AND normal schools in Qain city in the academic year of 2023-2024. From among the statistical population, 114 students (57 regular students AND 57 male students from non-profit schools) were selected as the research sample using available sampling method. In order to collect research data, Barry, Betty AND Watt (2004) School Belonging Questionnaire, Reddy AND Rhodes (2007) Perception of School ATMOSPHERE Questionnaire AND Martin AND Marsh (2008) Academic Vitality Questionnaire were used. In order to analyze the research data, multivariate analysis of variance (MANOVA) was used. Findings: The results of the research data analysis showed that there is a significant difference between the variables of feeling of belonging to school, perception of school ATMOSPHERE AND academic vitality in non-profit AND normal school students (p<0.005). In other words, the sense of belonging to the school, the perception of the school ATMOSPHERE, AND the academic vitality of non-profit students are more than the students of normal schools.Conclusion:The results of this research showed that the scores of normal students in the studied variables are lower than those of non-profit students, so normal schools should provide training to strengthen academic variables

The present study examined the relationship between family emotional ATMOSPHERE AND AFFECTIVE control with tendency to drug abuse. The study population included all 7500 residents of Qaleh town from Qorveh city. By simple rANDom sampling 323 individuals included the sample group of this study.Family Emotional ATMOSPHERE Questionnaire (FEAQ), AFFECTIVE Control Scale (ACS), AND Tendency to Addiction Questionnaire were the measurement tools for this study. The results indicated that there were significant relationships between family emotional ATMOSPHERE with tendency to addiction AND its subscales. Also, there was a significant relationship between AFFECTIVE control AND tendency to addiction. There is significant relationship between tendency to addiction with all subscales of AFFECTIVE control except anger subscale. In conclusion, there is relationship between family emotional ATMOSPHERE AND AFFECTIVE control with tendency to addiction. Also, family emotional ATMOSPHERE can predict tendency to addiction; while, AFFECTIVE control cannot.

Objective: The educational enthusiasm concept, is one of the concepts that were used by researchers in the field of education AND training. Recent research refers to it as educational engagement. Research’s showed that POSITIVE affects AND families AFFECTIVE ATMOSPHERE is related to factors of educational engagement. So, the aim of this study was to examine the role of emotionality AND families AFFECTIVE ATMOSPHERE in prediction of students educational engagement.Method: this was a cross-sectional AND correlational design. The study population included all female students of Ahwaz high school who were studied in 1394-95 educational year (n=3300). The study sample include 380 student who were selected using multistage cluster sampling. At first, the ahwaz city divided into 4 orient (north, east, west, south) AND then 2 school of each orient AND 3 class of each school AND 16 students of each class were selected. To collect data, Hill burn’s AFFECTIVE ATMOSPHERE questionnaire, POSITIVE AND negative affect schedule, AFFECTIVE, cognitive AND behavioral engagement questionnaire were used. Data were analyzed using SPSS-19 software AND Pearson’s correlation coefficient AND step-by-step multivariate regression.Results: There was a POSITIVE AND significant relation between POSITIVE affect AND families AFFECTIVE ATMOSPHERE AND educational engagement. AND also there is a negative AND significant relation between negative affect AND educational engagement. Results of multivariate regression showed that emotionality AND families AFFECTIVE ATMOSPHERE a Good predictors of educational engagement.Conclusion: so, by improving POSITIVE emotionality AND POSITIVE AFFECTIVE ATMOSPHERE of family, It is likely that increases students' educational engagement.

The major purpose of the research was to study the impact of assessment methods on the class ATMOSPHERE, AFFECTIVE factors, AND students' creativity in elementary schools.480 students (240 from classes with descriptive assessment AND 240 from the classes with traditional assessment) were selected through Morgan's method of rANDom sampling (Morgan, 1970) from third-grade students in Chahar Mahal Bakhtiari Province. The research tools were Classroom Life Measure (Johnson & Johnson, 1983), Quality of School Life questionnaire (Ainley & Bourke, 1992), AND the pictorial test of creative thinking (Form B). The findings indicated that there was a meaningful difference between the students with descriptive assessment AND those with traditional assessment regarding the variables of classroom ATMOSPHERE (cooperative learning, individualistic learning, competitive learning, fair scoring, school alienation, class cooperation, AND social support), students' AFFECTIVE factors (general satisfaction from school, negative affection, their relation with teacher, social cooperation, opportunity, success, AND events) AND also students' creativity scores.

The purpose of this research was to investigate the teachers’ efficiency recruited from the staff of Nehzat organization AND applicants graduated from higher education as well as teacher training centers in order to recognize the weaknesses of teaching AND learning process AND present the required programs for training AND improving the procedures of recruiting the teachers of elementary schools.  The research was descriptive AND the research sample consisted of 197 teachers of elementary schools in the Malekan Town.  The results of the study showed that the teachers who were already the Nehzat staffs were less familiar with the efficiency criteria, that is, the methods AND skills of teaching, class management, AND learners’ guidance than the teachers who graduated from higher education AND teacher training centers.  However, there was not meaningful difference between the two groups regarding the creation of POSITIVE AND AFFECTIVE ATMOSPHERE, AND the method of assessing the students’ achievements.  In spite of the fact that both groups have been the similar in promoting students’ learning AND creating a POSITIVE ATMOSPHERE as well as the method of evaluation; on the whole, both groups of subjects (teachers) have not enjoyed high performance.

The present research was conducted with the aim of the relationship between social factors AND family violence against children (child abuse). The used method was a survey AND the data collection tool was also a questionnaire. From a total of 155 families with a history of child abuse based on the social emergency statistics of Tehran in the last 6 months of 1397, 110 families (parents with one or more children) were selected in District 9 of Tehran Municipality. The rANDom sampling method was simple. In the present study, children under 11 years (6-11 years) were defined as the age range of children AND family violence was also defined as violence applied by parents, older siblings. Research hypotheses were tested with SPSS statistical software through Pearson's correlation coefficient. The results showed that the experience of violence has a POSITIVE relationship with psychological violence, physical violence, neglect against children AND family violence against children. In other results, it was found that violence-oriented mentality has a POSITIVE relationship with psychological violence, physical violence, neglect against children AND family violence against children. In the continuation of the obtained results, the POSITIVE relationship of family problems with mental violence, physical violence AND neglect against children AND family violence against children was confirmed AND it was found that gender stereotypes have a POSITIVE relationship with mental violence, physical violence AND neglect against children AND family violence against children. Finally, in the main hypothesis, the results showed: social factors have a POSITIVE relationship with psychological violence, physical violence AND neglect against children AND family violence against children.