In the internal parts of the Zagros collision zone, several deformation phases have been superimposed. The early deformation phase caused the development of a penetrative foliation. The late-stage deformation phase wa...In the internal parts of the Zagros collision zone, several deformation phases have been superimposed. The early deformation phase caused the development of a penetrative foliation. The late-stage deformation phase was preferentially accommodated within shear zones and caused the generation of shear bands, implying a non-coaxial component of deformation, the end of this stage deformation was marked by the development of kink-bands. In the vicinity of Zagros suture zone, the kink angle increased from 40° to 60°, and the kink-bands was converted to chevron folds. In this region, the external(α) and internal(β) angular ratio is α/β ≠ 1 and kink angle increased, and deformation occurred with 10% to 30% volume loss. Farther from the suture zone in the east, α/β = 1;and total volume was constant or increased by 5% to 10%. Kink-bands kinematic analysis in the study area revealed this structures were sensitive to deformation conditions and components such that, with decreasing distance to the Zagros suture zone, shearing and rotation increased, a high kinematic vorticity dominated, and volume loss occurred during deformation.展开更多
Knowing and analyzing the "culture of learning and teaching" in a coursebook or series of course books can contribute to teachers' and students' success in the educational and pedagogical goals and objectives. Cul...Knowing and analyzing the "culture of learning and teaching" in a coursebook or series of course books can contribute to teachers' and students' success in the educational and pedagogical goals and objectives. Cultures of learning and teaching refer to the perspectives of teachers and learners towards learning and teaching. Most of the research studies conducted in this field have referred to values and attitudes related to good learning and teaching as reflected through observations, interviews and questionnaires. However, just few studies have examined this term with regard to language teaching materials, and course books. Thus, the purpose of the present study was to introduce, investigate, and analyze the cultures of learning and teaching in Iranian secondary school course books entitled Prospect series. Based on the model used in this study, the cultures of learning and teaching in Prospect series were investigated as reflected in their external features including aims and objectives cited in the introduction, tables of content, and layout of the students' books, and internal features including task instructions and visual images in students' book plus the instructions in the teacher's book. Each of these features as well as the pedagogical issues of the Prospect series were provided and elaborated.展开更多
文摘In the internal parts of the Zagros collision zone, several deformation phases have been superimposed. The early deformation phase caused the development of a penetrative foliation. The late-stage deformation phase was preferentially accommodated within shear zones and caused the generation of shear bands, implying a non-coaxial component of deformation, the end of this stage deformation was marked by the development of kink-bands. In the vicinity of Zagros suture zone, the kink angle increased from 40° to 60°, and the kink-bands was converted to chevron folds. In this region, the external(α) and internal(β) angular ratio is α/β ≠ 1 and kink angle increased, and deformation occurred with 10% to 30% volume loss. Farther from the suture zone in the east, α/β = 1;and total volume was constant or increased by 5% to 10%. Kink-bands kinematic analysis in the study area revealed this structures were sensitive to deformation conditions and components such that, with decreasing distance to the Zagros suture zone, shearing and rotation increased, a high kinematic vorticity dominated, and volume loss occurred during deformation.
文摘Knowing and analyzing the "culture of learning and teaching" in a coursebook or series of course books can contribute to teachers' and students' success in the educational and pedagogical goals and objectives. Cultures of learning and teaching refer to the perspectives of teachers and learners towards learning and teaching. Most of the research studies conducted in this field have referred to values and attitudes related to good learning and teaching as reflected through observations, interviews and questionnaires. However, just few studies have examined this term with regard to language teaching materials, and course books. Thus, the purpose of the present study was to introduce, investigate, and analyze the cultures of learning and teaching in Iranian secondary school course books entitled Prospect series. Based on the model used in this study, the cultures of learning and teaching in Prospect series were investigated as reflected in their external features including aims and objectives cited in the introduction, tables of content, and layout of the students' books, and internal features including task instructions and visual images in students' book plus the instructions in the teacher's book. Each of these features as well as the pedagogical issues of the Prospect series were provided and elaborated.