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In this paper, the formation processes of linguistic idioms were studied using social semiology framework, specifically, the semiotic approach of Theo Van Leeuween: “discourse as the recontextualisation of social practice”. This paper aimed to introduce linguistic idioms as the structures that make the speeches expansive and powerful. The main problem here was to deal with how the linguistic idioms, which were creative structures, were formed from real, common, and specified situations. To solve this problem, we considered 3 questions: 1) According to Van Leeuween approach, what kind of connection was there between social reality and linguistic idioms? 2) According to semiotic approach, which kind of discourses did the linguistic idioms originate from? 3) According to Deleauze’s approach, how did the interaction between verbal texts and linguistic idioms result in meaning formation? The hypotheses of this study were as follows: 1) It seemed that linguistic idioms were discourses, which were recontextualized through social realities; 2) The linguistic idioms were action-oriented discourses; 3) The meaning formation was done due to devaluation and valuation (value transfer), cognition change, and creation of semantic depth and volume. To evaluate these hypotheses, we studied 10 cases of the most widely used Persian linguistic idioms. The results showed that the first and second hypotheses were confirmed partially and the third one was corroborated completely. One of the main achievements of this research was introducing the linguistic idioms as enunciative practices, which originated from discourses related to social practices and that they had rhizomatic function, network function, and puzzle function. [ABSTRACT FROM AUTHOR]

In this paper, a new single-stage power factor correction (PFC) converter is presented. In the input stage of this structure, a buck converter is used to correct the power factor. So, the voltage stress of bulk capacitor reduced, and one of the main problems in the single stage PFC converters is solved. Moreover, by employing a compensator circuit, the input current dead angle which is the main drawback of the existing buck type PFCs is obviated, thus the total harmonic distortion is very low. In converters with buck PFC, input current dead angle results in high THD. In the proposed converter, using an inductor coupled with the main transformer, this problem is solved. A part of input power is transmitted directly to the output that helps to improve efficiency. The proposed converter is analyzed and the validity of the proposed solution is proven in the form of theoretical analysis, simulation and practical results. [ABSTRACT FROM AUTHOR]

As social networks grow, they become more and more complex, and analyzing them becomes complicated. One way to reduce this complexity is to divide the network into subnets, which are also called communities. Dividing social networks into desirable communities can help analysts and experts to understand the behavior and function of the networks. Community detection in networks is a challenging topic in network science and various methods have been proposed for that. Modularity maximization is one of the state-of-the-art methods suggested for community detection. Modularity maximization is an NP-hard problem meaning that no polynomial-time algorithm exists that could solve the problem optimally unless P=NP. A group of approaches that could solve such problems is approximate algorithms. Identifying the influential nodes has many important applications in social networks. This technique could also be used in community detection. To maximize modularity, in this paper, we propose approximate algorithms based on identifying the influential nodes and their influence domain. We used the concept of scale-free networks to prove the approximate factor. Experiments on real-world networks show that the proposed algorithm can compete with the state-of-the-art methods of community detection algorithms. [ABSTRACT FROM AUTHOR]

With the Penetration of renewable energies into power system, the influence of uncertainties in solving various problems in the field of power system operation has increased. One of the most important concepts in this field is optimal power flow, which, with the presence of uncertainties, cannot be modeled by definite methods, and should be revised based on applying the probabilistic approaches. In this paper, numerical methods including the Monte Carlo Simulation method and analytical methods including point estimation methods, internal point method and unscented transformation method are used to solve the POPF in an IEEE-118 bus system. The obtained results indicate that the methods based on point estimation are able to find the optimal points in less computational time than other techniques. This is mainly due to the limited points, which these methods need as the starting points. From another perspective, the magnitude changes in the voltage profile of the generation units are also more stable in the internal point method. Furthermore, in terms of the convergence rate, the internal point method is much faster than the Monte Carlo Simulation method. [ABSTRACT FROM AUTHOR]

In order to make good decisions and solve complex problems of society today, creativity is one of the basic aspects of education systems. The purpose of this paper was to examine the efficacy of creativity training using Lego on self-confidence and problem-solving ability of children (4-6 year old) in Yazd City. The research design was experimental with pretest and posttest with training and control groups. The population of this study was all of the children (4-6 year old) attending kindergartens of Yazd city. A total of 40 of them were selected by random multilevel sampling and assigned to the experimental and control groups (20 in each group). To assess the children's self-confidence and problem-solving ability a semi-structured clinical interview was used. Creativity training program using the Lego as an experimental factor in 9 sessions of 60 minutes in three times a week was conducted for the experimental group. The results of MANCOVA showed that the experimental group at the end of training had more self-confidence and problem-solving ability than the control group. It can be concluded that creativity training increases self-confidence and problem-solving of children. [ABSTRACT FROM AUTHOR]

Introduction Since the last decade, scientists, ordinary people and politicians have become increasingly aware of the importance of ethics in social research. Scientists, especially social scientists, found that the lack of ethics in the science may threaten the coherence, integrity and establishment of social research. Because in a sense science is constituted by society and relies on public financial and spiritual support, social scientists have social responsibility and they should get involved in a kind of research which is based on society and its characteristics. Therefore, we should pay more attention to social interests. Giving that we can say science has many social and professional aspects. Methods and Materials This paper attempts to show the importance of ethical standards in applied sociology as well as in solving social problems. Our research methodology is of non-experimental research and secondary analysis. Accordingly, we present the questions of the research as follow: 1)What are the reasons by which ethics become very important for applied sociology? 2)How can ethical standards help us to reach at a successful practice of applied sociology? 3)What is the ethical responsibility of applied sociology for clients? 4)How do ethical standards can help to solve social problems? 5)What is the ethical responsibility of sociologists in research and social intervention? Discussion of Results and Conclusions This paper examines the role and importance of ethical standards in applied sociology. Applied ethics discusses the ways we use the normative ethical theories about different affairs. Also, applied ethics explicitly focuses on the objective and detailed things and it attempts to solve the ethical problems. Moreover, ethics implicitly includes practical norms by which we can distinguish between acceptable and unacceptable behaviors. Ethical norms are very widespread so that sometimes we imagine that it is a part of common sense. They provide a series of ethical principles and rules that constitute the underpinnings of professional practice and responsibilities. These are used as guiding principles. These principles constitute a system of normative judgment for sociologists. These also guide us to a series of principles that sociologists may be faced with them in their professions. A series of professional associations accepted some of the ethical rules and strategies about the ethical behavior and the ways of empowerment of it. These rules summarize the principles and strategies that sociologists should be followed in their everyday professional activities. These rules are consisted of professional competency, integrity, scientific and ethical responsibility, respect for human rights and dignity and accepting variety and social responsibility. In general, applied ethics includes individual sphere as well as the social sphere. Applied ethics in the individual sphere consisted of family ethics, personal relationship such as friendship with others as well as relationship with the young and the elderly. Applied ethics in social sphere includes biotechnology, medicine, political, legal, and media issues, sports and so on. Applied sociology is a branch of sociology whose mission is to use theories and methods of sociology to directly intervene in social affairs and bring positive social change for solving social problems. Such sociological practice recognize benefits of direct engagement and intervention of sociology in the process of planning and problem solving to create social changes. Sociological practice as a model is a subset of sociological practice in general. One of the main points of sociological practice is to use applied social research and give clients the needed information by experts. This information is applied to describe social systems, problematic issues and problems that must be solved. The characteristic of such sociological practice is that it actively participates in the cliental systems , that it may be a part of a team group that use a sociological insight to help come up with applied strategies for change and solving problems. Therefore, as an agent of intervention and change, sociological practice include the active and ongoing participation of all experts and they should attempt to work with clients. Thus sociological practice includes a structuring formula by which it provides required instruments. Individuals and groups attempt to communicate with each other in order to get help and solve social problems. Ethics include principles and standards that constitute the basis of professional responsibilities and activities and these should be taking as guiding principles. These laws should supervise research procedures and be prepared to suggest ways of responding to complaints about unethical behavior. We recommend that there are five principles in different fields that sociologists should follow. They include: professional competency, integrity, scientific and ethical responsibilities, respect for the rights and status of humans and accepting their diversity.

The path of mystical journey is a path that is full of meanders. A mystic must overcome obstacles heroically to reach God. These are not physical barriers. According to the theory of image schemas first presented by Lycoff and Johnson, the mystic thinks and speaks about these obstacles by using force schemas. This study tried to compare Sanā'ie and Ayn al-Quzāt Hamadāni’s views about obstacles in the path of mystical journey by analyzing force schemas in their two works of Hadiqah al-Haqiqah (Garden of Truth) and Tamhidāt (Preparations) through a descriptive-analytical method. The units of analysis were the distiches and stanzas that contained force schemas in the mentioned works. The scope of our research was all their contents. The similarities of the intellectual foundations of the two mystics were reflected in the schemas of the second and third types. The word of God, moral vices, dependence on the world, soul, and knowledge of God were the main axes of these two types of schemas in the two works. The differences between the lived experiences and types of mysticism of the two mystics were found to have led to a significant difference in their use of the first type of schema. Also, they were different in their frequencies of using schemas, such as appearance of Shari'a, the devil, moral vices, divine zeal, and status, because of their varied lived experiences and intellectual foundations. Introduction According to the theory of image schemas first presented by Lycoff and Johnson, we think and speak about abstract matters by using bodily experiences. Each schema can be generally defined as a repetitive and dynamic pattern, which is the result of the poet/author's interaction with the universe (Renner et al., 2005: 15). Thus, image schemas are basic categories based on bodily experiences. The term 'schema' refers to their generality. If schemas are so fundamental, the question arises as to whether a change in culture and ideology will affect the ways schemas are used. To clarify the role of lived experiences in the application of force schemas in mystical journey, we selected two mystics, who had somewhat different lived experiences, i.e., devotional mysticism and romantic mysticism. What were the differences and similarities between Ayn alQuzāt Hamadāni and Sanā'ie’s views on mystical journey considering that Ayn al-Quzāt Hamadāni belonged to the mystical center of central Iran and Sanā'ie lived in the center of eastern Iran and regarding that the former was a radical mystic, who lost his life on his fiery words, and the latter was a moderate mystic, who adhered to the appearance of Shari'a in his poems to a large extent? Its complete answer definitely requires reviewing all the schemas used in their works. The limitation of this article forced us to only address force schemas. Force schema is a type of schema that allows us to expand our sensory-motor experiences and improve cognition (Johnson, 1396: 259). Our mind gains experiences in the face of physical obstacles to solve abstract problems. As a result, force schemas are formed in the mind. For example, when we say, “Financial problems prevented me from continuing my education”, our minds have benefited from the experience of "facing a material obstacle" like a wall and have explained the impossibility of education by facing it (Safavi, 2004: 375) Force schemas can be divided into 3 types. The first type is related to an obstacle in the path of movement, which prevents the seeker from moving. When we say, “I have a problem that makes me have neither the way forward nor a step backward", we refer to the first type of force schema (ibid., 376). The second situation is that the seeker crosses the barrier in front of him via different alternatives. He bypasses it or changes its course or passes through it by force. Such a situation indicates a force schema of the second type (ibid., 377). The third situation is that the seeker does not get stuck in the path nor does he pass through it in any way, but destroys it. For example, when we say, "In any case, we must get rid of this problem", we are practically referring to the third type of force schema (ibid., 377). Materials and Methods In this research, we intended to go through Sana'ie and Ayn al-Quzāt’s mystical mentalities in Hadiqa al-Haqiqa and Tamhidāt by basing the mentioned three types of force schemas with this explanation that we made some modifications to the theory of schemas wherever necessary. For this purpose, we reviewed all their contents. After extracting all the force schemas related to the mystical journey, we compared the views of the two mystics on the obstacles in the path of mystical journey. Discussion of Results & Conclusion Using force schemas, a mystic can think and talk about abstract obstacles in the path of mystical journey. In Hadiqa al-Haqiqa and Tamhidāt, the frequencies of using the second and third types of schemas were so similar. The word of God, moral vices, dependence on the world, human sensuality, and knowledge of God were the main axes of these two types of schemas in the two works. However, the differences in Sanā'ie and Ayn al-Quzāt’s lived experiences and ideologies caused the two mystics to use schemas somewhat differently. The fact that their mysticisms gave more importance to knowledge of God and asceticism caused the frequencies of keywords and the types of schemas used by the two mystics to be different. This made Ayn al-Quzāt talk more about the schemas that stopped the mystical journey, while Sanā'ie sought to motivate the audience by talking less of obstacles that could not be overcome. The difference in their lived experiences caused Sanā'ie to name obstacles like status and mention moral vices as the greatest obstacle in the path of mystical journey since he wrote Hadiqa al-Haqiqa for a more general class of people, while Ayn al-Quzāt wrote Tamhidāt to their close companions and named obstacles, such as appearance of Shari'a, divine zeal, and divine arrogance. In Hadiqa al-Haqiqa, Sanā'ie believed that the two forces of attraction and effort would allow the mystic to be able to remove obstacles from the path of mystical journey though he generally attached more importance to the force of effort. In Tamhidāt, even human effort was mentioned as the result of attraction. In Hadiqa al-Haqiqa, Shari'a, wisdom, and love were the tools and forces that helped the mystic to overcome obstacles; nonetheless, Ayn al-Quzāt did not mention wisdom and Shari'a and rather considered love and knowledge as the forces that helped the mystic to face obstacles. [ABSTRACT FROM AUTHOR]

Research is one of the necessary components of knowledge; steady and tenacious research that thinks about solving problems depends on scientific standards in seeing and writing. Also, literature as an identifiable object, not as a creative text, finds talent to be investigated from different scientific angles (Literary Research). Original literary research like every original research in other branches of knowledge needs a hypothesis. The hypothesis is a guess for the research question and is the spontaneous and elementary answer for that. Also, the hypothesis is important from different directions: correct diagnosis for research background, explanation of research map, and determining research method, till getting the best answer. Because literary researches often are descriptive, hypothesis quality in this research has its special logic. Many centuries have passed since the old definition of literature. Today Persian literature in the form of poetry or prose attracts both non-professional and ordinary readers and encourages literary professionals to research literature. Hypothesis making is one of the materials of literary research. Hypothesis means "idea" and "conjecture" and in the term, it is the initial and speculative answer that the researcher gives to the problem of research. This article advocates the existence of a hypothesis in literary research; if the literary research is done scientifically and based on the research problem, research background, and research method, it will also include the hypothesis. Of course, we must pay attention to the nature of literature and its difference with other sciences. The quality of the hypothesis, for example, in natural and experimental research differs from the quality of the hypothesis in literary research. Also, instead of dividing the types of research into explanatory research, descriptive research, and exploratory research, it is better to consider the hypothesis necessary in literary research. Most literary research is descriptive (purely descriptive or descriptive-analytical). Descriptive research requires a kind of hypothesis that explains the states, conditions, traits, characteristics of objects and persons, situations, phenomena, and events in relation to each other. Therefore, it is not correct to focus on the usual definitions of the hypothesis derived from different books and to rule that literary research does not require a hypothesis or that the hypothesis cannot have a positive effect on literary research. It should be noted that due to differences in the nature of literature with empirical and natural knowledge, literary research on the application of the hypothesis also has its own expression. Literary studies and research can be divided into three categories in terms of their goals: 1. Basic research. 2. Applied research (and development research as a branch of it). 3. Practical research. This model has been used in research proposals of Persian literature, such as theses or dissertations and research projects in this field, by imitating the regulations of research methods in experimental sciences. Often and perhaps always, the literary researcher, by neglecting the meaning of these terms and forcing them to adapt to the types of literary research, uses each of these three titles as the etiquette of his literary research. This is not very true, and the literature researcher, after placing his research in each of these fundamental, applied, and practical classes, is forced to design a model of the hypothesis that literary research cannot respond to and respond appropriately. Give. Dividing the research into three categories: 1) Exploratory 2) Descriptive 3) Explaining and limiting the process of hypothesizing to explanatory research has also been a solution to get rid of this bottleneck. It is worth noting that instead of clearing the face of the issue, it followed another plan so that researchers would not have an excuse to ignore the hypothesis. Although some literary studies, when they relate to the history of literature, resemble historical research or sometimes approach causal research, the main focus of literary research is descriptive research. In descriptive research, as mentioned, hypotheses have their own quality. It should also be noted that the hypothesis differs from the theory. Unfortunately, sometimes negligence has meant theory as well as a hypothesis, conjecture, and conjecture. But the theory is made after the hypothesis. Based on the hypothesis, literary research is formed, and if this research can lead to the solution of a public problem, it will include a general theory that can be accepted or rejected. This essay according to library study and descriptive & analytical, is looking for that in literary research is hypothesis has effectiveness and if that's true, because of substantive difference between literature and other knowledge, in literature hypothesis How should it be? Having an answer to this question also is with criticizing one theory: Process-driven hypothesis in literary researches. [ABSTRACT FROM AUTHOR]

In order to make good decisions and solve complex problems of society today, creativity is one of the basic aspects of education systems. The purpose of this paper was to examine the efficacy of creativity training using Lego on self-confidence and problem-solving ability of children (4-6 year old) in Yazd City. The research design was experimental with pretest and posttest with training and control groups. The population of this study was all of the children (4-6 year old) attending kindergartens of Yazd city. A total of 40 of them were selected by random multilevel sampling and assigned to the experimental and control groups (20 in each group). To assess the children's self-confidence and problem-solving ability a semi-structured clinical interview was used. Creativity training program using the Lego as an experimental factor in 9 sessions of 60 minutes in three times a week was conducted for the experimental group. The results of MANCOVA showed that the experimental group at the end of training had more self-confidence and problem-solving ability than the control group. It can be concluded that creativity training increases self-confidence and problem-solving of children.