In the current study, a novel magnetic solid phase extraction (MSPE) technique combined with a gas chromatography/mass spectroscopy (GC/MS) was developed to determine the phthalate ester content of bottled Doogh samples. Doogh is a yogurt-based drinking beverage, which is frequently consumed in Middle East and Balkans. It is produced by stirring yogurt in Chern separation machine and consists of substances such as water, yogurt, and salt in addition to aqueous extracts of native herbs. The magnetic multi-walled carbon nanotubes (MWCNT-FeO) were used as adsorbents of phthalate acid esters (PAEs) due to a superior adsorption capability of hydrophobic compounds. In this context, the quantity of the extractable migrated phthalate esters (dibutyl phthalate (DBP), dimethyl phthalate (DMP), butyl benzyl phthalate (BBP), diethyl phthalate (DEP), di-N-octyl phthalate (DNOP), and bis (2-ethylhexyl) phthalate (DEHP)) from polyethylene terephthalate (PET) bottles into Doogh samples was measured. The correlation between the concentration of migrated PAEs and some factors such as the type of Doogh (gaseous and without gas), difference in brand (five brands), volume (1500 and 300 mL), and the storage time also was investigated. The migration level into Doogh samples was increased by incorporating of gas as well as increasing the volume of PET bottles. Also, with elaborating of storage time, the migration of some phthalates such as DEHP (the mean from 2419.85 ng L in the first week to 2716.15 ng L in the second month), DEP, and total phthalate was increased. However, no significant difference in concentrations of migrated phthalate esters among different examined brands was noted. Finally, the concentration of migrated PAEs from bottle into all the examined Doogh samples was below the defined standards by EPA; 6 μg/L for DEHP in drinking water. Graphical abstract ᅟ.

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It has been found that translation is an efficient means to teach/learn grammar, syntax, and lexis of a foreign language. Meanwhile, translation is good for beginners who do not still enjoy the critical level of proficiency in their target language for expression.  This study was conducted to examine the teachers and learners’ perceptions of employing translation in the foreign language classroom; i.e., the effects, merits, demerits, limitations, as well as its use as a method, strategy or technique. Both quantitative and qualitative methods were used to collect and analyze the data from graduate and undergraduate learners (n=56) and teachers (n=44), male and female, who responded to two questionnaires. Additionally, only the teachers were interviewed to gain richer insight into their perceptions and attitudes. According to the results of independent samples t-test, there was no significant difference between teachers and learners’ attitude to applying translation as a method, strategy, or technique in learning a foreign language.  Based on the interview results, some teachers believed that employing translation in the foreign language context was helpful but not constantly. They claimed that translation was only effective in teaching vocabulary and grammar apart from leaners’ proficiency level as it can clarify meaning. But some other teachers noted that mother tongue would interfere with learning foreign language; they considered translation as a time-consuming activity through which students cannot capture the exact meaning.

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Objectives: This study aimed at comparing working and visual memory in children with and without dyslexia. Methods: The sample consisted of 61 children without dyslexia and 64 children with dyslexia from third to sixth grade in elementary school. The inclusion criteria were children aged nine to 12 who had no history of medical eye disease and visual impairment, the exclusion criteria were mentally retarded children. Purposeful sampling was used to collect the data. The participants completed Wechsler forward and backward digit span test and Benton Visual Test. A multivariate analysis of variance (MANOVA) was used to analyze the data. Results: Results showed that there was a significant difference between normal children and those with dyslexia regarding their direct memory (F = 25.34, P < 0.001, partial eta square = 0.18), backward memory (F = 30.78, P < 0.001, partial eta square = 0.21), and Benton Visual Retention (F = 17.56, P < 0.001, partial eta square = 0.13). Conclusions: The performance of children with dyslexia was weaker than those without dyslexia in regards to their working and visual memory. The highest level of impairment was seen in backward, direct, and visual memory, respectively, in children with dyslexia. Theoretical and practical implications of the findings will be discussed.