This paper presents a low-profile six-beam antenna implemented by a compact two-layer 6 × 6 beamforming network (BFN) and a 6 × 2 slot antenna in substrate integrated waveguide (SIW) technology. The main components of the proposed 6 × 6 BFN are 3 × 3 multi-aperture couplers, interlayer hybrid couplers, and several phase shifters which are embedded on two microwave substrates. The proposed antenna has been designed, simulated, and fabricated for the frequency range of 28–32 GHz. The size of this antenna is 82 × 31.8 × 0.787 mm3, which can be a suitable choice for 5G applications due to its compact dimensions compared to similar works. Prototype testing shows that the proposed structure presents a stable beamforming performance both in simulation and measurement with good agreement. The antenna generates six radiation beams in directions ±9°, ±30°, and ±54° with good return losses and isolations.

This article strives to open a window on ‘eco-humour’, an umbrella term for diverse forms of humour targeting ecological and environmental issues. It encourages readers to consider eco-humour as a valuable, pedagogical toolkit for environmental education and communication. To this aim, eco-humour is, first, put into perspective of humour scholarship. In particular, I discuss the critical and corrective potential of humour to address and possibly redress environmental issues. Pedagogical benefits of humour are, then, touched upon to pave the way for a discussion of ‘humour-integrated environmental education’. The paper also addresses UNESCO’s 2030 roadmap of education for sustainable development and the ‘sustainability’ component of Australian Curriculum to further justify and contextualise the use of eco-humour. Moreover, several university-based initiatives to integrate echo-humour into environmental education are considered. Likewise, I briefly address ‘humour-integrated language learning’ as an emerging approach in language education that may offer valuable insights into eco-humour curriculum integration. Finally, the article points out several practical considerations and future directions in humour-integrated environmental education.

In March 2020, concurrently with the outbreak of coronavirus disease 2019 (COVID-19) in Iran, the rate of alcohol poisoning was unexpectedly increased in the country. This study has attempted to make an overall description and analysis of this phenomenon by collecting credible data from the field, news, and reports published by the emergency centers and the Iranian Ministry of Health. The investigations showed that in May 20, 2020, more than 6150 people have been affected by methanol poisoning from whom 804 deaths have been reported. A major cause of the increased rate of alcohol poisoning in this period was actually the illusion that alcohol could eliminate the coronaviruses having entered the body. It is of utmost importance that all mass media try to dismiss the cultural, religious, and political considerations and prepare convincing programs to openly discuss the side-effects of forged alcohol consumption with the public, especially with the youth. It must be clearly specified that “consuming alcohol cannot help prevent COVID-19.”

Flood is the most common natural hazard in Iran, which annually affects the environment and human lives. On March 25, 2019 in Shiraz-Iran, following a heavy rainfall, the occurrence of a flash flood caused an extensive number of deaths, injuries, and vehicle demolitions in a short time. Evidence suggests that man-made causes of the incident, including unsustainable urban development and lack of early warning services, have played a more influential role compared with its natural causes. This study has attempted to substantiate that understanding disaster risks, as the first priority of Sendai Framework for Disaster Risk Reduction (SFDRR) 2015-2030, directly impacts the decisions and actions of policymakers, local authorities, and the public. To provide more safety, mitigation, and disaster risk reduction, attention should primarily be paid on making a cultural paradigm shift through providing sufficient training in developing appropriate disaster risk perception in the community at large.

Previous research has supported the importance of the interaction between family and school contexts for student adjustment to school. This study aimed to investigate the mediating role of school engagement and academic self-concept in relation to family adaptability/cohesion, social acceptability and school adjustment. A sample of 268 5th- and 6th-grade students aged 11–13 years (131 males, 137 females) from elementary schools in Iran participated in this study. Results showed that school adjustment was positively related to family adaptability/cohesion, social acceptability, school engagement, and academic self-concept. Family adaptability/cohesion and social acceptability also positively correlated with school engagement and academic self-concept. In addition, the data provided a good fit for the hypothesised model of the mediating role of school engagement and academic self-concept in relation to family adaptability/cohesion, social acceptability, and school adjustment. The results showed that coherent and adaptable family systems and high social acceptability of students can affect school adjustment both directly and indirectly through school engagement and academic self-concept.

COVID-19 is a respiratory disease that can spread from one person to person. This virus is a novel coronavirus that was first identified during an investigation into an outbreak in Wuhan, China. Iran’s novel coronavirus cases reached 17,361 on 17 March, while death toll reached approximately 1,135. Its first death was officially announced on 20 February 2020 in Qom. The 2019 coronavirus pandemic has affected educational systems around the world, Also in Iran, and led to the closure of face to face courses in schools and universities. Therefore, virtual education can be seen as a turning point in education of these days in Iran.

Emergencies frequently happen and sometimes their victims are school students. School age children and adolescents may be more vulnerable to life events and require more attention than adults, depending on the stage of their growth. The private elementary school of Osveh Hasaneh in Zahedan, Iran, caught fire on December 18, 2018, at 9:00 AM, where 4 students were killed. This school fire is the highest rate of mortality in Iran in terms of the number of student deaths. Considering the repeated nature of such incidents in Iranian schools, it is necessary to increase the awareness of risk of fire in schools to promote a culture of fire prevention in society.

In November 2017, a disruptive earthquake occurred in Western Iran. After the major earthquake in Kermanshah, most affordable buildings such as a hospital in Islamabad and a dozen schools were destroyed. According to experts, a dangerous location (construction on the fault), poor quality of concrete, inappropriate connection of the facade to the structure, the use of undesirable construction materials, and low quality of non-structural components are considered as the main reasons for these damages. Regarding the role of government in the developing countries, construction policies should be modified and new policies should be implemented to enhance the structural and non-structural resilience in the buildings.

Natural disasters, particularly earthquakes, in addition to physical complications, have always had psychological consequences for those affected by them. Stuttering is one of the psychological consequences of shocking events. After a 6.6 magnitude earthquake in Hojedk, Kerman, Iran, two 5-year-old children and a 4-year-old child with symptoms of discontinuous speech (including repeated sound, syllable, and words) were referred to the Kerman Welfare Organization’s rehabilitation center (Kerman, Iran). After history-taking, it became clear that the children had begun to stutter after the earthquake due to fear and stress. Considering the importance of negative emotional experiences in the onset of stuttering, it cannot really be said with certainty that the negative experience of the earthquake initiated the stuttering. Rather, the stuttering had not been present before the earthquake and appeared after the event. These cases indicate the importance of psychosocial support and speech therapy after disasters, especially for children that have higher psychological vulnerability than other age groups.