Purpose: The purpose of the present investigation was to study the effect of auditory model with considering to the role of feedback frequency on the leering and error-detection capability method. 72 subjects (36 males, 36 females) in according to model frequency 100%, 50%, no-model) and feedback , (100%, no-feedback) divided into six groups and performed key-pressing task in different timings. The experiment conducted in two separated days and consisted of acquisition, retention and transfer phases. Relative timing error, root mean square error and average detection error was used for program learning, parameter learning and error detection capability, respectively.Results: The auditory model and feedback groups had better learning than no-model and no-feedback groups on relative timing. Reduced model frequency and feedback resulted in better learning and error-detection on absolute timing.Conclusion: The auditory model enhances learning in timing tasks and the reduced model frequency on absolute timing act as feedback in guidance hypothesis.

The purpose of this study was to examine the effect of skill level of two different types of model (expert and learning) on acquisition and retention of the underhand service in volleyball. Forty college female students in Shahid Beheshti University who have taken the general physical education course in spring term of the school year 2004-2005were randomly selected and assigned in two groups. Group one observed the videotape of performance of an expert model and the group two observed videotape of the learning model. Each group performed four blocks of 5 trails in three subsequent days and receives verbal cues simultaneously with the videotaped demonstration. After analyzing the data, it was found that both process and product of service improved significantly. There was no significant difference between two groups for product of service. Findings also revealed that the group one exhibited significantly better process on acquisition and retention tests than the group two. Modeling plus instructional cues seemed to improve learning of service in volleyball. This finding is consistent with the result of Zetou etal. (2002) study.

This paper studies philosophical, psychological and methodological foundations of moral education from the viewpoints of Noddings and Ghazali. In Noddings' view, philosophical foundations are of moral education emotivism, existentialism, phenomenology and feminism. In Ghazali's view, philosophical foundation of moral education is taken from Koran, Islamic and Greek philosophers. In Noddings' view, psychological foundation of moral education is explained by three factor; nature caring, ethical self and reciprocity but in Ghazali it is explained by philosophical, religious, and mystical approaches. Concerning moral education methods, both of them, are teleological in normative methods. In meta-ethics methods Ghazali follows a meta physical realism but Noddings follows natural realism. In Noddings' view, moral education methods include modeling, dialogue, practice and conformation and Ghazali represents methods based on types of self in moral education; "self-centeredness" or fatality, "self-heavenly" or saviour.

The aim of this survey is to present the best model for implementation of TQM and evaluate infrastructures of libraries at Shahid Beheshti University using ISO 9000 model and finally introducing the best solution with considering of existing infrastructures. The defined population was the employees and managers of all Shahid Beheshti University libraries (57 subjects). Our tool for collecting information was a questionnaire which consists of 8 parts that was designed according to ISO standard. All collected data have been analyzed using SPSS software. The Findings demonstrate that with existing situation, it is not possible to use TQM at libraries and the score of libraries was below 50% at 8 principles of ISO 9000 of TQM. The observance percentage at 8 principles of ISO 9000 for the following items at libraries of Shahid Beheshti University is as follows:Focus user: 45.6%; Leadership: 38.4%; Involvement of people: 27.2%; Process approach: 46.7%; System approach: 36.5%; Continual improvement: 29.8 %; Factual approach for the decision making: 34.3%; and Mutual benefit in the relationship with supplier: 40.9 %. According to the results, the score of libraries was below 50% at 8 principles. The highest score attributed to “Process approach” with 46.7% and the lowest was “Involvement of people” with just 27.2%. Also, a meaningful difference in items 1, 5, 7 as well as between (1, 3), (1, 6), (2, 3), (3, 4), (3, 8), (4, 6) have been observed. Therefore, with existing situation there is not any possibility to use TQM at Shahid Beheshti University libraries. Furthermore, before using any schedule to implement the TQM, we should modify the infrastructures and fulfill the existing problems so that the basis will be ready to use TQM as a good and effective approach at Shahid Beheshti University libraries management. Finally, some guidelines and suggestions have been offered for the present situation and future.

The purpose of the present study was to determine the effect of self-modeling (Feed-forward, positive self-review, self-observation) and physical practice on learning long badminton service. 84 right handed female participants (mean age 24±2.5 years) with no prior experiences on the task were randomly assigned to seven experimental group. All subjects were participated in pretest then were received interventions for two days per week over a period of three weeks and performed 10 badminton long services in retention and transfer test after one week. The data were analyzed with one way analysis of variance (ANOVA) and Duncan post hoc test. The results showed that there was a significant difference in retention test among groups performance in performance quality and quantity (P<0.05). The result of Duncan post hoc test showed that Feed-forward combined with practice, positive self-review combined with practice and self-observation combined with practice groups in performance quality and feed-forward combined with practice and positive self-review combined with practice groups significantly improved in performance quantity and feed-forward combined with practice groups' performance was better than other groups.Also in transfer test, there was significant difference between groups' performance (P<0.05). The result of Duncan post hoc test showed that Feed forward combined with practice group's performance quality was better than other groups significantly. However, in transfer test there was no significant difference in performance quantity of experimental groups.