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Objective: The aim of this study is to predict the gap between the intended and implemented curriculum based on the components of the quality of work life of mathematics teachers in the education districts of Tabriz city. Methodology: The research is applied in nature and employs a correlational survey method. The statistical population includes 290 middle school mathematics teachers from the five educational districts of Tabriz city in the 2020-2021 academic year. Based on the Krejcie and Morgan table, 166 individuals were selected as the sample using stratified random sampling. Data were collected using the Quality of Work Life Questionnaire by Ilgan et al. (2014) and a researcher-made questionnaire on the gap between the intended and implemented curriculum. The face and content validity of the tools were confirmed by experts. Reliability was obtained using Cronbach's alpha, with 0.89 for the Quality of Work Life Questionnaire and 0.92 for the curriculum gap questionnaire. Findings: The results of regression analysis indicated that the gap between the intended and implemented curriculum in mathematics can be predicted based on the quality of work life components (healthy work environment, organizational support and development, fair pay, and job opportunities) of teachers at a significance level of less than 0.05. The component of relationships with colleagues was not significantly predictable. Conclusion: The findings contribute to the literature by providing empirical evidence on the critical role of QWL in curriculum implementation. They suggest that enhancing QWL through job opportunities, fair pay, colleague relationships, and organizational support can effectively reduce the curriculum gap. This supports the view that holistic approaches to improving teachers' work environments are necessary for educational success. [ABSTRACT FROM AUTHOR]

Background. Professional development and increasing the knowledge and skills of professors are necessary for the success of the efforts made in terms of improving educational systems. Meanwhile, psychological capital and reducing work-family conflict play a constructive role in achieving these goals. The current study aimed to investigate the potential correlation between psychological capital and work-family conflict and professional development among faculty members at Tabriz University of Medical Sciences, Iran. Methods. The current study employed a quantitative approach. The research method used was descriptive and correlational, utilizing structural equation modeling. The study focused on the faculty members of Tabriz University of Medical Sciences in 2022. According to the statistical resources, there were 793 faculty members at the university during the mentioned period. As per Morgan's table, the sample size consisted of 260 individuals. The instruments utilized to collect the required data were a professional development questionnaire of faculty members developed by Davarpanah (2018), Luthans et al.'s (2007) psychological capital questionnaire, and Carlson et al.'s (2000) work-family conflict questionnaire. To statistically analyze the research data, SPSS software (version 23) was first used to verify the normality of the studied variables. To calculate the correlation coefficients between them, AMOS version 23 was utilized. Results. According to the correlation matrix table, there was a significant correlation between professional development and psychological capital. Also, there was an inverse and significant correlation between work-family conflict and psychological capital, and there was a non-significant correlation between professional development and work-family conflict. The psychological capital coefficient of influence on professional development was 0.61, and work-family conflict had a -0.11 impact factor on professional development. Therefore, it can be stated that psychological capital has a significant relationship with professional development and work-family conflict has an inverse and significant relationship with professional development. The measurement models fit well based on the results of confirmatory factor analysis and assessment indices. The Cronbach's alpha value was 0.951. Conclusion. Based on the results of the current study, it is concluded that the psychological capital play a vital role in professional development of faculty members. Furthermore, work-family conflict may cause the negative and noteworthy consequences in association with professional development of faculty members. [ABSTRACT FROM AUTHOR]

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Application of composite patches in repair of damaged/aged aircraft structures is one of the most popular repairing methods in aerospace engineering. Since running experiments are difficult, time consuming, expensive, and also require high level of expertise, simulation of the behavior of the patch and also the faulty components after repair can assist designers and engineers in optimization of their designs. In this article, full-scale simulation of a damaged panel that is experimentally repaired with a composite patch will be considered using ABAQUS, a commercial finite element code. The crack growth process is modeled with the extended finite element method and the cohesive zone model (CZM) is used to model the progressive damage in the adhesive of the composite patch repair. Also, sensitivity analysis is performed on the CZM parameters and it is shown that the three parameters i.e. the shear toughness, maximum first shear traction, and penalty parameter for the elastic stiffness are important in the simulation of adhesively bonded composite patch repairs. The calibrated cohesive properties are successfully used to predict the response of the composite patch to the strengthened in damaged structure with considering the linear and nonlinear stage of failure process. The simulation results obtained in different stages have been verified with the existing experimental results. [ABSTRACT FROM AUTHOR]

Purpose: the main purpose of the present study is to compare Internet addiction, feeling of loneliness, and educational progress between two groups of students of Oshnavieh Payam-e-Noor University including healthy and at-risk students. Methods: for the purpose of this study 260 subjects (143 female and 111 male students) participated which were selected by proportional random method. The research data was gathered through administrating three questionnaire-based tests including Young's Internet Addiction Test (IAT), UCLA Loneliness Test, and Kessler Psychological Distress Scale for discriminating healthy and at-risk students. Findings: the obtained results demonstrated a significant difference in Internet addiction between female and male students. Besides, the difference between healthy and at-risk students was significant considering the feeling of loneliness. Conclusions: psychological disorders appear to have significant influence on incidence of Internet addiction and feeling of loneliness in students. [ABSTRACT FROM AUTHOR]