In the response phase the most important step is to assess disaster after occurrence. By disaster Assessment, we can obtain all the needed information for controlling, decision-making and also disaster planning. Lack of disaster Assessment causes you to make unsuitable decisions based on limited or inadequate data which leads to imperfect disaster response. According to IFRC, disaster response operation will have an unsuitable function without disaster Assessment. This paper presents the principles and concepts of disaster Assessment.

Dynamic Assessment (DA) is built upon the progress in the Vygotsky's (1978) Zone of Proximal Development and is a framework for the integration of instruction and Assessment as a unitary activity and serves first to identify the abilities of the learners and second, actively support the progress of such abilities (Poehner, 2008). Considering the adhered importance of DA and in an effort to investigate the efficacy of this newly introduced Assessment mode, this study delves into the results of a number of empirical studies of DA that are recently carried out in the field of EFL/ESL. The results of this secondary analysis revealed that the application of DA in the second or foreign language learning contexts enables the teachers and even the learners to efficiently identify the origins of the learners' educational problems and provide them with the appropriate feedback or solutions. The provision of solution is the main distinctive feature of DA as the static modes of Assessment even if are able to identify the origins of the learners educational problems, are not oriented towards the immediate provision of appropriate remedies for the problems. Furthermore, DA is a better means to distinguish the learners from each other based on their knowledge or communicative competence and to predict their future performances.

Due to the lack of measurements in many regions, wave characteristics are estimated using different methods. Wave climate hindcasting/forecasting is mostly conducted by numerical models or empirical methods. Until now, different empirical methods have been developed for wave hindcasting. However, with the development of high speed processors, several sophisticated numerical models have been developed for wave prediction. These models are mostly phase-averaged spectral wave models developed in three generations. In the last two decades, third generation wave models have been used widely in academic and practical projects. In this regard, Port and Maritime Organization has produced his own model, PMO Dynamic. This model has been developed as a part of first three phases of Monitoring and Modeling of Study of Iranian Coasts project. PMO Dynamic package is a software available for engineering purposes. It has several modules that have been developed for different objectives. Wave model is the module which is used for the generation and transformation of wind waves in coastal areas. In this paper, in order to test the PMO Dynamic model capabilities, it has been applied for the prediction of wave parameters in Bushehr Bay and the results have been compared with MIKE21 SW model and measured data.

Dynamic soil properties are very important topic in geotechnical earthquake engineering due to associated with Dynamic loading. Probabilistic analysis of Dynamic soil properties is as effective tools to evaluate uncertainty of soil parameters. In this paper, Monte Carlo Simulation (MCS) is used for reliability Assessment of Dynamic soil properties. For this purpose, a famous model is selected for predicting normalized shear modulus reduction and damping ratio curves. The selected stochastic parameters are internal friction angle, dry and saturated unit weight of soil which is modeled using normal probability distribution functions. To assess the reliability of Dynamic soil parameters a computer model is developed for generating input parameter uncertainties. The results show that the shear modulus and damping ratio have more uncertainty for middle range of shear strain. The sensitivity analysis’ s results show that saturated unit weight is the most effective parameter in shear modulus and damping ratio.

Background: In intertrochanteric fractures، Dynamic hip screw (DHS) is the most frequently used tool، but several studies did not give good results for this device in reverse-oblique and transverse fractures. Current study aimed to compare fixation results of reverse-oblique intertrochanteric and short-segment subtrochanteric fractures using Dynamic condylar screw (DCS) and DHS in patients referred to Alzahra and Kashani Hospitals in Isfahan, Iran.Methods: In a cross-sectional study، medical files of the patients referred to emergency units of the two hospitals who were diagnosed with intertrochanteric or subtrochanteric fractures and underwent DHS or DCS surgery more than 6 months before were assessed; they were invited for follow-up visit and examination. Written consent forms were taken from all the patients upon their entry; and they were examined in terms of complications including nonunion and failure of device and level of fracture improvement. These cases were evaluated by simple radiography ,too. Results obtained from examination of patients in addition to demographic information were recorded in the data collection form for each patient.Findings: Perfect union was observed in 14 (of 25) patients in DHS group and 21 (of 25) patients in DCS group (56% vs. 84%) six months after the surgery. Bone union was significantly better in DCS group (P=0.031). In addition, six months after the surgery, the devices used in 14 people in DHS group and 24 people in DCS group were fixed and the difference between the two groups was significant (P=0.001). 14 and 24 patients had total recovery in DHS and DCS groups، respectively (20% vs. 44%) with a significant difference (P=0.020).Conclusion: Considering obtained results, it can be concluded that using DCS is recommended over DHS due to severity of pain, bone union and fixation of the device.

Conventional Assessment methods have faced widespread criticism, highlighting the need for alternatives like Dynamic Assessment (DA). This study examines the efficacy of two types of DA, interventionist and interactionist, on grammatical accuracy in writing. A total of thirty-eight Iranian EFL (English as a foreign language) learners whose ages range from 18 to 30 and include both males and females participated in this study at Paymeh-Noor University in Tabriz, Iran. Convenience sampling technique was used, selecting two existing intact classes to preserve a natural classroom environment. Their initial homogeneity was established based on scores obtained from the Preliminary English Test (PET). The participants were randomly assigned to two experimental groups: one receiving an interactionist Assessment and the other receiving an interventionist one. The intervention spanned ten sessions of ninety minutes each, during which all groups experienced identical instructional procedures and received the same instructional materials. Upon completion of the course, all the participants completed a parallel form of the PET as the post-test to assess their progress. The analysis of the scores obtained from the pretest and post-test revealed that learners who participated in interactionist DA showed significantly greater improvements in grammatical accuracy in writing compared to their interventionist counterparts. This study highlights the value of interactionist DA in language education, highlighting its capability to deliver personalized, real-time mediation aligned with learners' needs. By promoting active participation and ongoing formative feedback, interactionist DA enhances language development more effectively than interventionist approaches. Educators should adopt this learner-centered framework to boost responsiveness and outcomes.

Background and Aims: The purpose of this study is to investigate first-year mathematics major students’ attitudes towards the effect of Dynamic e-Assessment on their understanding of mathematical proofs.Methods: A Dynamic Assessment was designed in a computer environment and undertaken among the first-year mathematics major students at Faculty of Mathematical Sciences of one of the public universities in east of Iran. The Assessment was designed to examine students’ understanding of mathematical proofs and educational feedback was also included in the Assessment. Drawing on the mixedmethods research, data collection and data analysis were done using both quantitative and qualitative approaches. The sample comprised 35 students who were selected using convenience and purposive sampling. Following the completion of the Assessment, a questionnaire was completed by students and a semi-structured interview was conducted to investigate students’ attitudes towards the effect of Assessment on their understanding of mathematical proofs.Results: The results obtained showed that students had positive attitudes towards the Dynamic e-Assessment. The findings indicated that most of the students believed receiving feedback during the Assessment had positive effect on their understanding of mathematical proofs.Conclusions: It seems such Assessment could be used more often by lecturers to explore students’ understanding of different mathematical concepts, and also in other topics.