The study objective was to evaluate the effects of reducing dietary starch content in fresh cow diets while maintaining NDF levels by substituting barley grain (BG), corn silage (CS), or both with beet pulp (BP) on DMI, lactation performance, serum mineral and metabolites concentrations, liver enzymes and liver functionality index (LFI), serum insulin and revised quantitative insulin sensitivity check index (RQUICKI). Thirty-six multiparous cows were randomly assigned to 1 of 4 experimental diets from calving to 21 days in lactation. Experimental diets were a high-starch diet with ground BG (CO; 24.9% starch; 0% BP) and 3 low-starch diets where BP substituted for either BG (BB; 19.6% starch; 7% BP), CS (BC; 20.6% starch; 12% BP) or CS and BG (BCB; 20.3% starch; 12% BP). Relative to CO cows (16.50 kg/d), DMI was greater for BC (17.70 kg/d) and BCB (17.50 kg/d) cows, but it was lesser in BB (15.60 kg/d) cows. Similar to DMI results, milk yields tended to be greater for BC (37.89 kg/d) and BCB cows (37.81 kg/d) compared to CO cows (35.41 kg/d), but BB cows (33.05 kg/d) tended to produce less milk than CO cows. Relative to CO, cows fed BB had lower serum glucose concentrations, whereas cows fed BC and BCB had higher serum glucose. Serum insulin concentrations were lower for BB cows than for other exprimental groups. Relative to CO, serum NEFA and BHB concentrations were lower for BC and BCB, but was similar between BB and CO. The RQUICKI was lower for CO, BC cows than BB cows, and cows in BCB tended to have less RQUICKI compared to BB during postpartum. The concentrations of gamma glutamyl transferase were lower in BC and BCB cows relative to CO and BB cows. The cows fed CO and BB had higher serum bilirubin relative to cows fed BC and BCB diets. Although, LFI for CO cows was similar to cows on BB, BC and BCB, BC cows had higher LFI than BB cows and tended to have greater LFI than CO cows. Overall, reducing dietary starch by replacing CS (BC) or a mix of CS and BG (BCB) with BP positively affected DMI and milk yield and indicated improved energy metabolism and liver function during the first 21 d of lactation compared to when BP was fed instead of BG to REDUCE starch (BB).

PROCRASTINATION or delaying a task until tomorrow is so common that it can be considered as one of the inherent tendencies of human beings. Although, PROCRASTINATION is not always a problem, in most cases, through impeding progress and attaining goals, can have unpleasant and irreparable consequences. One of the most common types of PROCRASTINATION is ACADEMIC PROCRASTINATION. Hence, the aim of this study was to investigate the effectiveness of teaching STRATEGIES to REDUCE PROCRASTINATION on the secondary school students’ ACADEMIC PROCRASTINATION in Tabriz. To this end, 36 students with high ACADEMIC PROCRASTINATION, through screening and preliminary study, were assigned to two experimental and control groups. The experimental group received reducing ACADEMIC PROCRASTINATION strategy instruction whereas the control groups were provided with common daily education. Sovari's (2011) ACADEMIC PROCRASTINATION scale was used for analysis the pretest and posttest. The results of multi variatean alysis of covariance showed that the means of the experimental and control groups in deliberate ACADEMIC PROCRASTINATION (f= 4.42, p £ 0.05, h= 0.125) and ACADEMIC PROCRASTINATION from physical-mental fatigue (f= 5.51, p £ 0.05, h= 0.151) were significantly different but the mean of ACADEMIC PROCRASTINATION from non programming (f= 0.465, p ³ 0.05) was not significantly different from the control group. The results of the study can help school counselors and psychologists to REDUCE ACADEMIC PROCRASTINATION.

The aim of this study was to do a meta-analysis on interventions conducted on PROCRASTINATION to determine the most effectiveness intervention for PROCRASTINATION. This meta-analysis conducted on 17 studies and calculated 17 effect sizes. These studies were published in journals and database of Jahad Daneshgahi, Markaz Tahghighat cumputeri, Majalat Iran. Comprehensive meta analysis (CMA V2) were administrated to doing meta-analysis. The result showed that ACT and instruction of cognition and meta-cognition skills have most effectiveness to REDUCE PROCRASTINATION. According to results researchers recommend the use of Acceptance and Commitment Therapy )ACT( and cognition and meta-cognition skills to overcoming PROCRASTINATION.

The purpose of this research is to determine the relationship between moral intelligence and ACADEMIC self-efficacy with the mediation of ACADEMIC engagement of students in Mahabad city. The method of descriptive-survey research was of the correlation type and the statistical population was all 2831 secondary school female students of Mahabad city, of which 338 were selected by cluster sampling using Morgan's table. Data collection tools were standardized questionnaires of moral intelligence of Lenik and Hill (2005), ACADEMIC self-efficacy of Jinks and Morgan (1999) and ACADEMIC engagement of Fridix et al. (2006). The results of hypothesis testing were analyzed by spss and pls software and using correlation tests and structural equation modeling. The results showed that moral intelligence has a positive and significant relationship on ACADEMIC self-efficacy with the mediation of ACADEMIC conflict (0.31). Also, the results indicated that there is a positive and significant relationship between moral intelligence and ACADEMIC self-efficacy components (0.52). The relationship between moral intelligence and ACADEMIC engagement components was positive and significant (0.76) and finally, ACADEMIC engagement has a positive and significant relationship with ACADEMIC self-efficacy (0.41). Therefore, by increasing moral intelligence and consequently increasing ACADEMIC engagement, it is possible to provide the basis for increasing ACADEMIC self-efficacy in secondary school female students of Mahabad city.