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Philosophy for children is one of the most important and comprehensive approaches to teaching children how to think. It uses various methods such as games, movies, animations, discussions, and stories to teach children how to think philosophically. One of the tricks that can be used as an effective means to achieve the goals of this program is the category of "humor". On the one hand, humor is related to the themes of philosophy for children, such as democracy, moral virtues, creative and critical thinking, social interaction, discourse and routine experiences of children, and on the other hand, it is close to Iranian humor culture and spirit, which will have a positive and effective function in the philosophy program for children. Humor can also play a role in increasing the literary richness of such stories, attracting the children of the audience' and influencing them through philosophical stories without disturbing the functions of philosophy by playing a role in characterizing, releasing and reinterpreting signs in children's philosophical stories for children and contributing to achieving the goals of this program.
Extended Abstract
Philosophy for Children is one of the most effective new curriculum and educational approaches currently being voluntarily implemented in 150 countries around the world. In this program, various methods such as games, films and animations, discussions and stories are used to teach children how to think philosophically. The main tools used in this program are stories and the community of inquiry. The stories should be written in terms of philosophical richness and literary richness according to the standards of philosophy for children. Philosophical richness refers to the philosophical content and literary richness refers to the charm of a story to attract children's attention. In this study, the category of humor was introduced and the function it can have for the philosophical and literary richness of Fabak's stories as well as for the development of the Community of Inquiry. On the one hand, humor establishes a connection with the topics of philosophy for children, such as democracy, moral virtues, creative and critical thinking, social interaction, discourse, and daily experiences of children, because humor requires being in a group and being influenced and affected in a pleasant way. and on the other hand, it is close to the culture and humorous spirit of Iranians, and for this reason, it will have a positive and effective function in the philosophy program for children. because the alignment of the methods used in the Fabak program with the culture of the audience is one of the requirements for the successful implementation of this program. In discussing the literary richness of stories, humor, by creating philosophical characters, releasing and decoding symbols, plays an effective role in increasing the literary richness of these types of stories, attracting children and influencing them from philosophical stories. These characteristics make humor an effective element in the philosophy program for children, which effectively achieves its goals without disrupting the philosophical and literary richness of this program.

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Review and compare writers of children's stories Theme comparative and world literature plays an important role in understanding the child's position in the world and attitude towards children's authors. The aim of this study was to evaluate the comparative Theme author of children's stories both Iran and the world (Ahmad Reza Ahmadi and Megan McDonald to review practices Theme fit with a children's audience and author’s attitude towards children. Donald theme stories on issues like the curiosity and the increasing amount of information about your child and encouraging children to protect the environment and so on. Ahmadi could be to include the theme stories, questioning the way for a better understanding of the world. Depression and sadness caused by loneliness and its impact on children's audience. Seizing opportunities and moments. Children's stories Donald self-esteem and confidence so that could save the world, but the child in the stories Ahmadi, compared to children stories Donald, self-esteem are less and less adventurous and curious .

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Anti-war literature is a subset of peace literature. Peace is portrayed in both negative and positive ways. Positive peace is defined on the basis of the concept of moral cosmopolitanism, while negative peace is in contrast to the concept of war. Accordingly, the cosmopolitan stories represent the utopia and the anti-war stories represent the ruined city. The data of this research are picture books with anti-war stories of age groups B and C. This article was written using the analytical-descriptive method and based on the formalist approach to answer how common devices (common formal patterns) are in children's anti-war stories. The result of this research shows that anti-war stories are divided into three categories according to the dominant element of the story based on the part of the triple process of beginning, middle and end of the war: beginning-centered, middle-centered and end-centered. Each of these three categories is further divided into subcategories based on the devices they use. The acceptance of the emerging genre of anti-war literature and the lack of sufficient internal and external research on peace literature for children necessitates research. This article is the first to categorize children's anti-war literature using a formalist approach.
Introduction
Peace in children's literature is presented in two ways: positive and negative. Positive peace means cosmopolitanism and coexistence while respecting each other's differences. "Negative peace is the absence of violence or war" (Galtung, 1969).
In this article, anti-war stories are not stories based on mild and minor violence (such as ridicule or rejection), but the content of anti-war stories is based on the display of extreme violence (such as large-scale wars) with collective and physical injuries. Indeed, such stories represent the beauty of peace by showing the ugliness of war.
The novelty of the present study is that it analyzes anti-war stories in children's literature and introduces a new classification. The classification of the forthcoming article not only helps the researchers of comparative literature, but also opens a window to peace literature for the authors of children's literature.
Background
Although the anti-war literature in the world has received the attention of researchers; But whether in Iran or abroad, there is still a lack of peace research in the field of children's literature.
"Journal of Peace Research" abbreviated as JPR is an interdisciplinary monthly magazine that has been publishing research related to peace since 1964 (especially articles related to the causes of violence and conflict solutions). Among the peace research books, we can mention War no more: three centuries of American antiwar and peace writing (2016, Rosenwald). The said book is a collection of articles, stories, songs, memories and speeches that convey the message of anti-war and peace. Chapter 7 of War and American Literature (2021, Rosenwald); With the title "About anti-war literature", this author has also discussed American anti-war literature.
In Iran, unlike the literature of holy defense, not much research has been done on anti-war literature. "Exploring Anti- war stories in the holly defense literature" (J′afariyan, 2014) is one of the few researches that have been conducted in this field. The mentioned research deals with the types of characters, anxiety disorders, political-social criticisms and nostalgia in Iranian anti-war stories.
Aims, significance, and questions
Some people consider anti-war literature to be imported. According to them, this genre is the concern of pacifist writers from countries for whom war recalls the crimes of the World War or the 20-year war in Vietnam and the like. At the same time, Iranian writers associate war with defense against the aggression of the Baathist regime in Iraq and tend to write stable literature. What confirms the necessity of this research is the fact that while writers once praised stability due to an imposed war, some of them now no longer see proxy wars as an inevitable necessity. Therefore, whether right or wrong, anti-war literature has become part of the reality of this country's literature. The research questions are:
1- Corresponding to the three stages of the war process (beginning, middle and end), what are the types of children's anti-war stories in terms of the dominant element?
2- According to the formalist approach, in each of the above-mentioned types of stories, the foregrounding  of the dominant element is based on what devices (formations)?
3- In children's anti-war stories, which devices are consistent with Baudrillard's simulation theory?

Research Methodology
The research method is analytical-descriptive, and the sample group is selected by the "purposive sampling" method. To complete the sample, the method of "data saturation" was used. Authored and translated books titled "Peace and Friendship" and one hundred and thirty-five picture and illustrated book titles for age groups "B" and "C" were collected from the Iranian publishing market through library research. Stories that had an explicit anti-war theme were separated from them. The sample size resulting from saturation consists of twenty-four works, which are cited below and in the final table of the article.
This article's approach to studying children's anti-war stories is the formalist approach. The goal of formalism is to discover the form of the work. The key concepts of the formalist approach are: Form, devices, dominant element, foregrounding, defamiliarization.
The war process has three parts "beginning, middle and end". Depending on which part of the threefold process of elemental war predominates, war stories are divided into three categories: initiation-oriented, middle-oriented, and ending-oriented. Each of these threefold categories is classified into sub-categories based on the devices and formalistic arrangements used in the work, and then a detailed tree diagram of each of the above threefold categories is displayed.
Conclusion
Considering the age conditions and the cognitive level of the children, the visual stories of age group "B" and "C" are very brief, single-core, and single-centered and do not have multiple focus. In other words, these stories explicitly convey only one message (no complex and multiple messages) by using highlighting. Therefore, the dominant element in these stories was clearly emphasized in a convergent manner through devices such as the title of the book, the naming of the characters, the phonetic and semantic forms of the descriptions and the images attached to the text. Based on which dominant element is formed by highlighting which part of the three stages of the war process, anti-war visual stories are divided into three categories: initiation-oriented, middle-oriented, and ending-oriented. In this context, this article, while presenting the devices related to each of the three types of dominant elements mentioned above, shows that despite the claims of some critics who consider the formalist approach to be a mechanical one and lacking a dynamic ability to critique and analyze contemporary literature, formalism, like any other approach, can still be effective in criticism and draw the patterns of similarities and formal differences of stories such as the anti-war stories in children's literature by relying on the dominant element and highlighting devices.
References
Galtung, Johan. (1969). Violence, Peace, and Peace Research. The Journal of Peace Research. 6(3). Pp: 167- 191.
J′afariyan, A. (2014). Exploring Anti- war stories in the holly defense literature. MA degree in the Persian Language and Literature. Shahrekord University: Faculty of Literary and Humanities. [Supervisor: J. Safari & visor: E. Sadeghi] [in Persian].
Rosenwald, Lawrence. (2016). War no more: three centuries of American antiwar and peace writing. New Yurk: Liberary of America. (ISBN: ‎ 978-1598534733).
Rosenwald, Lawrence. (2021). "On Anti-war Literature". In War and American Literature. Jennifer. Haytock (Ed.). United Kingdom: Cambridge University Press. Pp: 103- 118. (DOI: https://doi.org/10.1017/9781108654883.010).
 

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Recreation is the most innovative possibility in the field of adaptation: the way and the material of confrontation, digestion, transformation and appropriation of the great and previous text(s) by the author or creator allows a divergent and different creation. In this respect, the recreated text is secondary, but not second-rate. It embodies repetition and otherness at the same time. By presenting definitions, capabilities, and possibilities of new creation, this study analyzes the reasons for stagnation, inertia, and the limitation of new creation in children's and young adult literature in Iran. It shows that the perception of tradition as something outdated, the didactic-moral orientation in the creation of texts, the ignoring of various philosophical, mythological, religious, and historical texts, etc., the ignorance of the importance of the story/novel in transforming experiences, enjoyment and improving creative thinking of children and young people, and the consideration of the audience as an object of the generation, i.e. the consideration of the audience as passive and inactive, which has reduced recreation in Iran to changing the point of view, characters, place and time, tone, ending, etc. After analyzing the reasons for this stagnation and time marking, this study shows the expansion, capacity, multi-layered (nested) and eclectically intertwined aspects of western youth novels by comparing Iranian and non-Iranian youth novels. These novels have benefited from various intellectual, epistemological, and artistic texts and sources as well as from one statement, allegory, idea, or main theme.
Extended Abstract
Children's and youth literature in its modern sense, as a youthful phenomenon, is on its way to replace hidden/implicit knowledge with explicit knowledge. A concept that has moved and developed with acceleration, momentum and inertia due to the void and lack of theoretical background in Iran in a field of limitations, dos and don'ts. The writer/poet's lived experience, diversity and understanding of different and contradictory worlds and her studies and epistemological sources, in addition to her positioning towards children and adolescents as a generational object or conscious/creative subject and her reading of children's and teenager literature, its nature and function as an educational or pleasurable text, have a fundamental impact on the potential and possibility or repetition and stagnation of literary creation and recreation, which is the problem of the present study. From a certain perspective, everything that happens within the framework of art and literature, whether consciously or unconsciously, entails a type and level of adaptation and intertextuality, in other words, we do not have an independent, self-sufficient, newly discovered text. Every text is a texture and a compilation of pre-writings and pre-readings but from another point of view in the field of definitions and forms, adaptation includes different levels and various degrees of dialogue, imitation, repetition, selected writing, summary, borrowing, shortening, transformation, revision, rewriting, re-creation, open, free and content adaptation, and provides the audience and the critic with a benchmark and standard for whether it is imitation and repetition or creativity and creation. The nature of definitions and categorization of adaptation and re-creation in Iran is limited to open/free and closed/loyal adaptations, as well as borrowing and loaning. While imitation as a possibility within the framework of art in general, and in children's and young adult literature in particular, is the expression of any artist's or writer's dialogue, reception, and method of encounter with tradition and yesterday. In the reflections of many Western philosophers, sociologists and thinkers (Gadamer, Benjamin, Ricoeur, Heidegger, Derrida, etc.) tradition is called the/ or flowing current and present, a past that is in the now and in the future. Neither can the tradition be erased, nor does it have a decorative, particular and mechanical function, it is rather a text that is in dialogue, in deconstruction, in effort, in engagement, in positioning and in possession.In traditional thinking and considering tradition as a historical and closed matter, recreations in Iran are reduced to repetition, imitation and summary due to moral, educational and didactic necessities and merely to familiarize children and teenager with the identity and culture of the past and to pass on these concepts. In addition to the fundamental role of the writer/recreator's encounter with tradition, her approach and orientation towards children's and teenager literature and the concept of adaptation presents recreation as possibility and opening, or as limitation and stagnation. Classification, one-dimensional focus, and confrontational attitude toward statements such as "child as goal" or "child as instrument" exclude the process of adaptation, sociability or creativity, innocence or experience, and thus the growing and creating space in this field. The scholastic approach and the authoritarianism of formal teaching and education view the child as an instrument. The romantic approach sees the child as the goal and both approaches therefore resort to excessive measures.  Recreation is the most diverse and creative possibility in the field of adaptation, which is not bound by any limits. In adaptation, it is the thought that consciously chooses, engages with the text, establishes dialogue, and, in the Ricoeurian sense, makes the text its own, exploring infinite possibilities of openness, innovation, otherness, and independence. Recreation as possibility is repetition that is different. A considerable number of rewritings and recreations in children's and teenager literature come from classic or contemporary literary texts. This pattern is found in novels and children's and teenager stories as well as in movies, plays, and computer games, which is good on some level, but the remarkable point is why the existing potential and capacity of mythological, historical, religious, philosophical, folklore literature, etc. Sources and texts in this field are not used. One of the visible and fundamental gaps in children's and teenager literature, especially in novels and recreations is the lack of attention and neglect of philosophical insight and critical thinking. The need and importance of philosophy for children and teenagers / Fabak, is the need to teach children and adolescents to think and not simply present the views and thoughts of philosophers. It is the need to pay attention to the development of intellectual skills, reflection, creative thinking, the desire and practice of listening, enduring, questioning, critical faculties, willingness to compromise, analysis of values, classification of data, boldness of expression of views and beliefs, mention of reasons and arguments, fault-finding, etc. To pay attention. From this point of view, children's and young people's literature is not only a carrier of philosophical concepts and problems of understanding and cognition, but it is highly philosophical in its essence.
Many statements, concepts, and orientations have affected the study of recreation in Iran, turning the presentation into a repetitive and limited inquiry. In the Iranian pattern and in a mindset and attitude that considers tradition as something finished, recreation is defined as a duty, obligation and responsibility instead of dialogue, deconstruction, interpretation, interaction with texts and traditional sources and in the historicist encounter. The goal of recreation is merely the preservation of past texts and the transmission of concepts and moral maxims, didactic/educational discussions to shape national identity and emotions of children and teenagers. It ignores the fundamental necessities of recreation such as creating pleasure, entertainment, dreaming and growing intellectual skills and considers its audience mainly as clueless, passive. Thus, recreation is reduced to changing titles and characters, language, space, place, and ending, which is a very limited and small section in this field compared to what is seen in the Western recreation corpus. Creative recreation, like the familiar Western examples, has several aspects: They are not limited to one text, but have benefited simultaneously from artistic and intellectual-epistemological sources and texts (eclectic entanglement). A recreated novel cannot be reduced to a particular theme or dimension. A very important point is that the recreated text is so multilayered and labyrinthine that it maps the transformation and digestion of statements, allegories, and various texts in the writer's soul and mind (owning him). If Iranian writers change their attitude towards tradition and children and teenager audience and understand the importance of children and teenager literature, especially the novel, could turn recreation into a possibility and release it from simplification, and stagnation.
 

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The trade-off between the quantity and quality of children is one of the topics in family economics with crucial implications in fertility and determination of family size. This paper aims to answer this question: does educational quality of children decrease due to increase in the number of children of a typical family? The microeconomic analysis of this matter implies the existence of such trade-off. This analysis confirms that the rising price of demand for child due to the increase in women’s education level leads to the lower quantity but higher quality of children. The results based on 1294 observations from primary school students in Tehran show that an increase in family size leads to a statistically significant fall in average scores as an educational measure and math point as talent measure of students. Additionally, it is shown that women’s employment has negative effect on educational achievement of their children, while higher parental schooling and family income lead to better educational performance of them. How to feed children is the other interfamily feature, which helps to develop mental ability of children.

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“Naive imagination is like a dark glass that prevent the shining lights entering the heart, but when is ripe enough become a clear glass that points those lights.” (Ghazali, the Niche of Lights, P.73) Iranian philosopher and educator, Abu Hamid Ghazali (1058-1111 A.D.) is the author of more than seventy books and essays on philosophy, education, mysticism, ethics, jurisprudence and dialectical theology. Throughout his works, one can easily observe that among the tools of acquiring knowledge (i.e., the senses, the imagination, and the intellect), imagination has become subject of special attention due to its capacity in recalling, analyzing, and synthesizing pre-acquired images, concepts and meanings and creating new and noble ones. Because of his unequivocal attention to imagination, instead of intellect, and the great impact imaginative thinking has had on Islamic philosophy of his times, some critics have maintained that “Islam has turned against science in twelfth century.” This article consists of two parts. The first part deals about Ghazali’s perspective the place of imaginative faculty among the other faculties; the external faculties (i.e. the senses), the internal faculties (i.e. common-sense, imagery, memory, estimation), and the intellect and hence; it is observed that the faculty of imagination itself is a part of the internal faculties and links the external faculties with the intellect as well as comprehensive and continuous interaction with other internal faculties. Upon defining imagination, tasks and types associated with it, its priority and superiority over the intellect, the relationship between (1) the internal senses and the imagination and (2) the imagination and the intellect are addressed. In the second part, the authors follow the practical implications of such imaginative thought in Ghazali’s teaching approach. To do so, and because of the comparative analysis pursued in the article (i.e., comparing Ghazali with contemporary western educational thinker Kieran Egan) about children’s education, we concentrated on the “mythic understanding” that Egan has proposed for these ages and then, contrasted it with Ghazali’s works. The results show that as Egan, but not in such a complete and detailed form, Ghazali considered the elements of play, story, binary opposites, rhyme, rhythm, images, gossip, mystery, and metaphor in his approach. But there are no clear and sufficient evidence for other elements (i.e., joke and humor) in Ghazali’s teaching approach.

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  In our today society, there are many children who are arising from the marriage of Iranian women with foreign men, and thereupon are unqualified for Iranian citizenship and its related privileges. Although the legislator, in Paragraph 5 of Article 976, sets the rule about possibility to earn Iranian citizenship; however he has not talk about the status of children before they reach the age of 18 years. Single article of determination of the citizenship status of the children raising from the marriage between Iranian women and foreign men, approved in 1385 (2006), also didn not remove brevity of the civil law about this, and the reforming proposal of the citizenship status determination of children of Iranian women married to foreign men has remained silent since 1391 (2012), so that determining a solution for granting citizenship through interpretation of Paragraph 4 of Article 976, reforming paragraphs 2 and 6, or at least granting some necessary privileges like subsidies, free education, and having Iranian ID card before reaching the age of 18 can help significantly to solving this problem.    
* Corresponding author’s e-mail: vahdati11@gmail.com .

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The purpose of this article is to investigate the relationship between quantity and quality of children in Iran. The quantity-quality models of fertility primarily assume that there is a substitution relationship between quantity and quality of children. The ambiguity in sign and final effect of newborns on the quality of existing children and the linearity or nonlinearity of such effect led us to investigate the relationship between quantity and quality of children in Iran. In this context, by using cross-section expenditure and income data of urban households in 2015, first we draw out a sample of 5624 children over 25 years of age in urban areas. Then, we investigate the relationship between quantity and quality by applying OLS method with Huber-White robust standard errors. The results show that there is significant, negative, and nonlinear relationship between family size and quality of children, but the size and sign of this relationship are not the same for all children, that is for first, second, and third births there is a complementary relationship between quantity and quality of children, and for births of more than three children there is a substitution link between quality and quantity of children. According to the results, we recommend that the population growth policies consider the size of families. If the policy of population growth focuses only on small families having no children or those having less than three children, population growth will not be detrimental to its quality and will improve the human capital of society.

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Since its establishment in the 1960s, the Children’s Book Council(CBC) has endeavored to elevate Iranian children’s literature by setting criteria for evaluating and selecting the best works. Given the significance of literary awards and distinguished books in shaping readers’ minds and guiding the literary community, this paper examines the criteria set forth by this institution and the extent to which they align with the award-winning works of the 1970s. This analysis critically evaluates the Council’s performance during this influential decade and revisits a pivotal period in the history of children’s and young adult literature, as well as the history of Persian poetry criticism. During this decade, three works by Mahmoud Kiyanoush—The Green Indian Parrot, Silver-Winged Golden Beak, and The Garden of Stars—were selected by the Council. The selection of three works by Kiyanoush indicates that the Council, both theoretically and in its practical application of production and creation criteria, was influenced by this poet’s ideas. Based on the Council’s reviews and the findings of this research, the criteria for poetry criticism underwent significant changes in this decade compared to the previous one. A reliance on artistic originality and poetic essence, as well as a focus on a child’s perspective, were the most important criteria during this period. This approach to children’s poetry played a crucial role in the transformations of subsequent decades.
 

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Nader Ebrahimi has published 49 works for children and young adults, the impact of political-social discourses on which has not yet been examined in any research using a discourse analysis approach. This article draws on two discourse analysis theories—those of James Paul Gee and Norman Fairclough—to demonstrate the impact of political-social discourses on Ebrahimi’s children’s and young adults’ works. Research findings show that “love of Iran” was always a central concern in Ebrahimi’s works, except that, under the influence of political and social developments, elements are added to or subtracted from this nationalist discourse: (1) in the years before the Islamic Revolution in Iran, Ebrahimi’s fiction tends to fall under endogenous national discourses, underscoring national endeavor to build Iran; (2) during the victory of the Islamic Revolution, the element of “politics” clearly finds its way into his fiction, subsuming his works under a revolutionary discourse centered on combating tyranny and honoring the revolution and the campaigns by revolutionaries; (3) after the Iran-Iraq war, his fiction can be formulated under the “construction discourse,” in which love of Iran is still pivotal, and more than anything else, it emphasizes Iran’s potential for industry and economic development. His literature in this period remains political, and the “anti-Western” element is more evident in his works relative to his previous works.

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Nader Ebrahimi published 49 works for children and adolescents that have not been studied in any research work by analyzing discourse on the impact of socio-political discourses on them. In this article, we try to show the effect of socio-political discourses on the works of children and adolescents by relying on two theories of discourse analysis of James Paul Gee and Norman Fairclough. The results of the research show that "Iran-friendliness" has always been in the center of Ebrahimi's attention, with the difference that under the influence of socio-political developments, elements are added or reduced to this nationalist discourse: 1. In the years before the revolution, Ebrahimi's stories were largely subordinated to endogenous national discourses that emphasized national efforts to build Iran; 2. Simultaneously with the revolution, the element of "politics" is clearly found in his stories, and in this respect his works can be placed under the revolutionary discourse with a focus on anti-tyranny, commemoration of the revolution and the struggles of the revolutionaries; 3. At the end of the war, his stories are formulated under a "constructive discourse" in which Iran-friendliness continues to be in the spotlight, emphasizing above all Iran's potential for industry and economic development in general. His stories in this period is still political and the element of "anti-Westernism" is seen more in his works than in previous periods.

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This study attempts to examine the multilingualism in Algeria, in other words, the phenomenon of linguistic diversity which characterizes the Algerian reality and its relationship. For that matter the article visualizes the linguistic level of learners especially children, highlighting the characteristics of the multiplicity of its causes and manifestations. Here, the descriptive methodology is used to trace historicity of the language, describing its forms and fields. Since the issue of research is required to demonstrate the impact of this pluralism in Algeria and tries to draw actual linguistic state in the African nation, the paper accidentally reaches to some results showing the multiplicity of treatment without harming national and linguistic identity. It confirms that the Arabic language is above any multiplicity and such case by combining the origin status which is specific to the language, which represents the spirit that keeps the identity and not to the exclusion of the linguistic diversity that protects the identity of those as well.  

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While the era of spiritual education for children in the West is developing as an academic field of enquiry but attention to it in educational system of the Islamic Republic of Iran and in academic researches is inconsiderable; The lack of models and theories for addressing spiritual development in the context of education span development theories that did not include the spiritual. So, there are theoretical gaps to be filled. Accordingly, this research suggests and designs an Islamic model for children's spiritual education based on philosophy of education of the Islamic Republic of Iran and Islamic teachings. For the purpose, in the first section of the paper, the concept of spirituality is explored based on Philosophy of Education of the Islamic Republic of Iran and then three main worldviews in relate to spiritual education for children in the West are explored and critiqued. So according to the theoretical foundations of formal and general education of the Islamic Republic of Iran, the concept of children's spiritual education is explored in dimensions of ontology, epistemology, axiology and anthropology. In the second section of the paper, its educational principles and methods using the Frankna induction is derived.

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Archaeology of children and childhood is rather a new field of study within archaeology and anthropology. However, it is very difficult to trace the presence of children in archaeological material. Their manifestation is mainly limited to mortuary, artefacts or objects considered to be toys or built environment that too may have been either in connection with specific items used by or were in relation to children or iconographic evidence from past. The present study tries to examine depictions of children in Sasanian rock reliefs which have long been the subject of extensive research, nevertheless it seems such depiction on art objects was not a matter of attraction by itself. On the other hand, lack of coherent literary evidence about social status, roles and realm of children and childhood in the Sasanian society leave many questions unanswered. Hence, despite a large number of researches in the field of Sasanian history and archaeology, one cannot postulate a coherent research background specific to the aforementioned subject.  Children are displayed in a number of Sasanian rock reliefs which are introduced and presented in chronological order. Identity of these children and purpose of their depiction is discussed based on available works. Although, the historical identity of these children may never be certainly established, but those shown in investiture and parade reliefs of Ardashir I, Shapur I and Narseh at Firuzabad, Naqsh-e Rajab and Naqsh-e Rustam are certainly the children of high status or having royal lineage. In two of Shapur I reliefs, a putto is depicted and a probably captive child –enemy’s son- are seen in Bahram II/Shapur II relief in Tang-e Chowgan.

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Introduction:  Free radicals in the body create malondialdehyde (MDA), which is one of the most frequent indicators of oxidative stress. Several studies have reported the increase of MDA in inactive persons and individuals with developmental disorders. The purpose of this study, therefore, was to examine whether a program of physical activity reduces MDA in children with intellectual disability.
Methods: Twenty boy students with intellectual disability (7 to 9 years old) voluntarily participated in the study. They were randomly divided into experimental and control groups. The experimental group performed a physical curriculum known as sports, play and active recreation for kids (SPARK) for 12 weeks (3 sessions of 45 minutes per week), while the control group was exempted to participate in the program. The level of MDA in blood samples of all participants was measured before and after the intervention. Repeated measures ANOVA was applied to analyze the data (α = 0.05).
Results: Analysis revealed that there was no significant difference between two groups in pretest (P = 0.698, η² = 0.009).  However, in posttest, the experimental group had significantly lower level of MDA as compared to the control group (P < 0.001, η² = 0.555).
Conclusion: According to the results, it can be argued that the selected SPARK program reduces MDA which may consequently result in less oxidative stress in children with intellectual disability.

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The research is about developing a solution to prevent deprivation of grandchildren from the legacy of the grandfather after the death of the father. Since the inheritance will be a source of livelihood for the grandchildren, they are the most closest to the grandfather. This is the fact that scholars and jurists give their opinions on the matter of the presence of uncles for the grandchildren and their inheritance. The aim of this research is to try to find a solution to this problem based on the opinions of two jurists because the issue of inheritance is important and one of the important legal matters in society. The study seeks answer as: Why are grandchildren deprived of inheritance after the death of their father, especially with the presence of uncles? What causes conflict between families and what the grandchildren go through from poverty? In this matter, Shiite and Sunni jurists believe that the grandchildren do not inherit their grandfather as long as uncles themselves are present, that is, the grandsons cannot get anything in the presence of uncles or aunts. As the grandchildren "go down," the nearest to them blocks the farthest ones. However, there is no explicit indication of such deprivation in Qur’anic verses and Hadiths. Based on opinions of some jurists, the study reached to the conclusion that when grandfather writes his Will, grandchildren get about one-third of the inheritance but they don’t get the same currently. The research takes the descriptive and analytical method as an approach since it accommodates the areas in highlighting all opinions and interpretations.