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A dose-response experiment with seven dietary energy levels (2500, 2650, 2800, 2950, 3100, 3250 and 3400 kcal of MEn/Kg) was implemented to study the effects of dietary energy level on growth performance and carcass characteristics of Japanese quails from 2 to 5 weeks of age. Three hundred and thirty-six 14-day-old Japanese quails were randomly divided into 7 dietary treatments, containing six replicates with eight males and females per each, and the birds were grown up to 5 weeks of age. At 35 d of age, weight gain, feed intake and feed conversion ratio (FCR) of quails from each pen were measured or calculated, and one quail (male one) that had similar body weight to the average of the replication weight was selected and slaughtered to evaluate the yields of carcass parts. The results showed that with an increase in dietary MEn levels feed intake, crude protein intake, FCR and crude protein intake:gain (g/g) of quails decreased significantly (P < 0.05). The highest and the lowest dietary MEn levels resulted in a decrease in body weight gain and metabolizable energy intake (kcal/b). The highest rate of weight gain belonged to moderate dietary energy levels (2800 and 2950 kcal/kg). The results of the experiment revealed that metabolizable energy intake to weight gain, as well as some carcass characteristics such as edible carcass, thighs and breast percentages and giblets (liver, heart and gizzard percentages), were not affected by different dietary energy levels. With increasing dietary energy from 2500 to 2950 kcal MEn/Kg, the weight gain of quail increased and above 2950 kcal/Kg decreased significantly (p=0.0058). Based on broken line regression analysis, between two and four weeks of age, the metabolizable energy requirement of growing quails was 2831 and 2799 Kcal/kg for optimal weight gain and FCR, respectively, when protein level in the diet was 24 percent.

The aim of this research was to investigate and compare the effectiveness of attributional retraining program, emotion regulation and social-cognitive problem solving on Improvement of social adjustment in Students with Early Learning Disabilities in Tehran. This was a quasi-experimental study with pretest-posttest, and follow-up.The participants consisted of 40 students with Learning Disability of 8 to 12 years old.They were selected through Simple random sampling and randomly divided into 3 experimental groups and a control group. attributional retraining, emotion regulation and social-cognitive problem solving training were presented in 8 sessions, each lasting 1 hours, in the 3 experimental groups.Sinha and Sing social adjustment Questionnaire was used in the pretest, posttest, and follow-up stages.The data were analyzed using MANCOVA,ANCOVA.The results showed that attributional retraining, emotion regulation and social-cognitive problem solving training caused a significant increase in social adjustment.emotion regulation training program and social-cognitive problem solving training with the same effect were more successful in social adjustment promotion than attributional retraining program.Educational programs that use the social cognitive approach of Bandura in designing educational packages have more significant effects.Therefore, the use of the present research results can be effective in the designing of preventive educational programs and improving educational achievements.