There is not adequate information available about traditional instruction system in the field of visual arts in the pre-modern period. Instruction of calligraphy can be considered as traditional instruction of art in a way that its guidelines and instructional texts are remained almost intact. Instruction of calligraphy is implemented in a professor-student procedure and is accompanied with various assignments and unique and unreplaceable guidance of the professor. In the present study, the author tried to explain instruction of calligraphy as a complete version of traditional instruction of (visual) art. The fundamental question of the present study is that how traditional instruction of art in the field of visual art and in the today’s common formats could be formed in the art education Departments. The method of instructing calligraphy can be helpful in this regard. In the instruction of calligraphy, each one of the assignments, namely theoretical, calligraphy pen and imaginary, meets a part of the student’s different educational needs. In theoretical assignments, in addition to studying the calligraphy of the professor for the goal of calligraphy and visual literacy of the student, also paying attention to the hand of the professor at the time of practicing example and scraping the calligraphy pen will help him/her to mentally and visually understand calligraphy and enjoy it as well. After doing theoretical assignment, it is the time for practicing calligraphy-pen assignment and using professor’s examples. The student should achieve enough expertise in recognizing seventeen elements and non-educational elements of calligraphy by practicing calligraphy-pen assignment. Therefore, the professor can convince himself that s/he is ready to learn the final stage of assignment, i.e., imaginary T assignment. Then the professor applies imaginary assignment for the student in order to strengthen his/her creativity in forming sound compositions. At this stage, as long as the professor decides, various assignments will always be practiced and tried. In general, the theoretical assignment is used to develop the mental viewpoints of the trainee; calligraphy-pen assignment is used for making the theoretical instructions practical and operational, designing figure of calligraphy on paper with an efficient method and finding the style of writing in calligraphy; at the end, imaginary assignment is used to run the creative power of the student and develop innovative compositions in calligraphy. Therefore, the calligrapher should try to achieve divine virtue until it reflects in his/her calligraphy like mirror. For the professor and the student avoiding immoral and evil features and getting close to God to achieve spiritual virtues are considered as the main issues for learning this art as the great calligraphers mentioned in their dissertations of ways of assignment that features of calligrapher will undoubtedly be reflected in his calligraphy. Its customs, assignments and instructional methods are sufficient to meet the educational needs of art students. The course of calligraphy instruction will be completed when the professor gives the graduation certificate of the student to him/her as a permission document to work. In this regard, calligraphy professors have prepared dissertations for instructing students that are called “customs of calligraphy or customs of assignment”.

Content and Language Integrated Learning (CLIL) has recently been the focus of numerous studies in language education since it aims to overcome the pitfalls of formfocused and meaning-focused instruction by systematically integrating content and language. This meta-analysis aims to synthesize the findings of 22 primary studies that tested the effect of CLIL on language skills and components. Guiding the analysis are three questions: What is the overall combined effect of CLIL on language skills and components? How do moderators condition the effect of CLIL? To what extent the overall combined effect is conditioned by publication bias? The overall effect size was found to be g=0. 81, which represents a medium effect size with respect to Plonsky and Oswald’ s (2014) scale. The results of moderator analysis show that CLIL has the highest effect on students’ grammar and listening proficiency and in lower levels of education, especially in elementary schools. It also has the highest effect when combined with hotel management as the subject matter. Fail-safe N test of publication bias shows that the significant positive outcome of CLIL cannot be accounted for by publication bias. The findings have clear implications for practitioners, researchers and curriculum developers.

Purification is one of the concepts that has many usage in the literature of education system. Often we use this concept with the known sentence "Purification Precedes Instruction". In this paper, this known sentence is challenged and with the investigation of Koran verses and related interpretations and also from the view of the philosophical discussion of transposition, this precedence is falsified. At the end of paper, we introduce another definition of the concept of purification from two points of views which is in line with the integrative thought on education and instruction.

Process variation, despite introducing challenges in stability and power of SRAM memories, provides a new opportunity for leakage-power reduction: statistical simulation shows that the same SRAM cell leaks differently when storing 0 and 1; this difference is as high as 57% at 60mv variation of threshold voltage (Vth). Thus, leakage can be reduced if values with less leakage can be stored in the cells. We show applicability of this proposal by presenting a first technique for reducing instruction cache leakage: we reorder instructions within basic-blocks so as to match up the instructions with the less-leaky state of their corresponding cache cells.Experimental results show up to 12.51%, averaging 10.73%, leakage energy reduction at 60mv variation in Vth, and that this saving increases with technology scaling. Since intra-basic-block rescheduling does not affect instruction cache hit ratio, this reduction is provided with only a negligible penalty, in rare cases, in the data cache.