Science Education

The Asmari Formation, a thick carbonate succession of the Oligo-Miocene in Zagros Mountains (southwest Iran), has been studied to determine its microfacies, paleoenvironments and sedimentary sequences. Detailed petrographic analysis of the deposits led to the recognition of 10 microfacies types. In addition, five major deposi-tional environments were identified in the Asmari Formation. These include tidal flat, shelf lagoon, shoal, slope and basin environmental settings and are interpreted as a car-bonate platform developed in an open shelf situation but without effective barriers separating the platform from the open ocean. The Asmari carbonate succession consists of four, thick shallowing-upward sequences (third-order cycles). No major hiatuses were recognized between these cycles. Therefore, the contacts are interpreted as SB2 sequence boundary types. The Pabdeh Formation, the deeper marine facies equivalent of the Asmari Limestone is interpreted to be deposited in an outer slope-basin environment. The microfacies of the Pabdeh Formation shows similarities to the Asmari Formation.

The Asmari Formation, a thick carbonate succession of the Oligo-Miocene in Zagros Mountains (southwest Iran), has been studied to determine its microfacies, paleoenvironments and sedimentary sequences. Detailed petrographic analysis of the deposits led to the recognition of 10 microfacies types. In addition, five major depositional environments were identified in the Asmari Formation. These include tidal flat, shelf lagoon, shoal, slope and basin environmental settings and are interpreted as a carbonate platform developed in an open shelf situation but without effective barriers separating the platform from the open ocean. The Asmari carbonate succession consists of four, thick shallowing-upward sequences (third-order cycles). No major hiatuses were recognized between these cycles. Therefore, the contacts are interpreted as SB2 sequence boundary types. The Pabdeh Formation, the deeper marine facies equivalent of the Asmari Limestone is interpreted to be deposited in an outer slope-basin environment. The microfacies of the Pabdeh Formation shows similarities to the Asmari Formation.

Article Info Introduction: Different people from different groups in multicultural countries have differences in their views and their way of life. So, one of the most important issues in such societies is the creation of interactions between different groups. In this regard, the study of the axiology foundations of co-existence education is necessary to better explain the coexistence education in the studied countries. The aim of this study is to achieve the methods of coexistence education in such communities to provide a solution for Iran's education Methods: The way for achieve to this methods is a comparative study of the education of multicultural countries. The method of research is George Brady's method, which is carried out in four stages of description, interpretation, neighborhood and comparison. Results: The results of the research show that some the axiology foundations of co-existence education are: freedom in opinion and thought and maintaining human dignity. ...

In a previous work the concept of quantum potential is generalized into extended phase space (EPS) for a particle in linear and harmonic potentials. It was shown there that in contrast to the Schrödinger quantum mechanics by an appropriate extended canonical transformation one can obtain the Wigner representation of phase space quantum mechanics in which the quantum potential is removed from dynamical equation. In other words, one still has the form invariance of the ordinary Hamilton-Jacobi equation in this representation. The situation, mathematically, is similar to the disappearance of the centrifugal potential in going from the spherical to the Cartesian coordinates. Here we show that the Husimi representation is another possible representation where the quantum potential for the harmonic potential disappears and the modified Hamilton-Jacobi equation reduces to the familiar classical form. This happens when the parameter in the Husimi transformation assumes a specific value corresponding to Q-function.

Here we use the extended phase space formulation of quantum statistical mechanics proposed in an earlier work to define an extended lagrangian for Wigner's functions (WFs). The extended action defined by this lagrangian is a function of ordinary phase space variables. The reality condition of WFs is employed to quantize the extended action. The energy quantization is obtained as a direct consequence of the quantized action. The technique is applied to find the energy states of harmonic oscillator, particle in the box, and hydrogen atom as the illustrative examples.

Here, the concept of quantum potential that has been illustrated in Extended Phase Space (EPS) in previous works is explored for its marginal behavior. Unlike in configuration space, different representations of the quantum mechanics can be found in EPS when exploiting appropriate canonical transformations. These canonical transformations revealed that there exist several representations in which the quantum potential could be removed not only for a particle in constant, linear and quadratic potentials, but also for a free particle. In these representations one still has the form-invariance of the ordinary Hamilton-Jacobi equation. The present work is an attempt to show that the Squeezed Wigner representation is a possible representation in which, for large values of squeezing parameter, the quantum potential disappears from the dynamical equation for a particle in the general potential

‫اﻧﺪﯾﺸﻪ‬ ‫دورة‬ ‫ﺗﺮﺑﯿﺘﯽ،‬ ‫ﻧﻮﯾﻦ‬ ‫ﻫﺎي‬ 13 / ‫ﺷﻤﺎرة‬ 4 146 ‫رورﺗﯽ‬ ‫رﯾﭽﺎرد‬ ‫دﯾﺪﮔﺎه‬ ‫در‬ ‫اﺧﻼﻗﯽ‬ ‫ﺗﺮﺑﯿﺖ‬ ‫و‬ ‫اﺧﻼق‬ ‫ﻣﺒﺎﻧﯽ‬ ‫ﺗﺤﻠﯿﻞ‬ ‫و‬ … 147 ‫اﻧﺪﯾﺸﻪ‬ ‫دورة‬ ‫ﺗﺮﺑﯿﺘﯽ،‬ ‫ﻧﻮﯾﻦ‬ ‫ﻫﺎي‬ 13 / ‫ﺷﻤﺎرة‬ 4 148 ‫رورﺗﯽ‬ ‫رﯾﭽﺎرد‬ ‫دﯾﺪﮔﺎه‬ ‫در‬ ‫اﺧﻼﻗﯽ‬ ‫ﺗﺮﺑﯿﺖ‬ ‫و‬ ‫اﺧﻼق‬ ‫ﻣﺒﺎﻧﯽ‬ ‫ﺗﺤﻠﯿﻞ‬ ‫و‬ … 149 ‫اﻧﺪﯾﺸﻪ‬ ‫دورة‬ ‫ﺗﺮﺑﯿﺘﯽ،‬ ‫ﻧﻮﯾﻦ‬ ‫ﻫﺎي‬ 13 / ‫ﺷﻤﺎرة‬ 4 150 ‫دورة‬ ‫ﺗﺮﺑﯿﺘﯽ،‬ ‫ﻧﻮﯾﻦ‬ ‫ﻫﺎي‬ 13 / ‫ﺷﻤﺎرة‬ 4 152 ‫دورة‬ ‫ﺗﺮﺑﯿﺘﯽ،‬ ‫ﻧﻮﯾﻦ‬ ‫ﻫﺎي‬ 13 / ‫ﺷﻤﺎرة‬ 4 162 ‫اﻧﺪﯾﺸﻪ‬ ‫دورة‬ ‫ﺗﺮﺑﯿﺘﯽ،‬ ‫ﻧﻮﯾﻦ‬ ‫ﻫﺎي‬ 13 / ‫ﺷﻤﺎرة‬ 4 164 ‫اﻧﺪﯾﺸﻪ‬ ‫دورة‬ ‫ﺗﺮﺑﯿﺘﯽ،‬ ‫ﻧﻮﯾﻦ‬ ‫ﻫﺎي‬ 13 / ‫ﺷﻤﺎرة‬ 4 166 ‫دورة‬ ‫ﺗﺮﺑﯿﺘﯽ،‬ ‫ﻧﻮﯾﻦ‬ ‫ﻫﺎي‬ 13 / ‫ﺷﻤﺎرة‬ 4 168 ‫دورة‬ ‫ﺗﺮﺑﯿﺘﯽ،‬ ‫ﻧﻮﯾﻦ‬ ‫ﻫﺎي‬ 13 / ‫ﺷﻤﺎرة‬ 4 172

The purpose of the present research is to analyze and critique the implications of multicultural education with an emphasis on Michel Foucault's views. To achieve this goal, conceptual and critical analysis methods have been used. Foucault, as a postmodernist theorist, proposes a kind of education in which the issue of culture and justice is important. While criticizing power relations in educational systems, he has provided significant implications for multicultural education. In his view, the basis for education should be based on democratic and non-authoritarian methods, and the interests of the members and various components of society, including other cultures, should be taken into consideration. Foucault criticizes the textbooks as functions of history, society, and power, and believes that texts have always been used as tools of power. By examining Foucault's educational opinions, it can be admitted that his implications for educational and cultural justice will be. Nevertheless, criticisms can be made, such as the criticality of the revelation of reality, the emphasis on epistemological relativism, the divergence of education policies, the lack of presumptions in the discussion of discourse, and the lack of solutions to educational issues.