In this paper we will consider the deformation theory of compact G-manifolds, where G = G2 We will prove that the moduli space of torsionfree G-structures is a smooth manifold.also proved smoothness of the moduli space on compact G-manifolds for any of the Ricci-at holonomy groups G2 in a fairly uniform way.The arguments used here are geared to make it easier to generalise to the asymptotically cylindrical case in physics.

This study aimed to determine the role of cognitive schemata in the prediction of adjustment in female students with symptoms of Oppositional Defiant Disorder. In this descriptive-correlational study, the population consisted of all female high school students with symptoms of Oppositional Defiant Disorder in the city of Ardabil (district one). The sample was a group of 180 female high school students with high scores on the Oppositional Defiant Disorder Checklist. Data were collected through the Young Schema Questionnaire- Short Form, the Adjustment Inventory for School Students and the Oppositional Defiant Disorder Checklist and analyzed via Pearson correlation coefficient and multiple regression analysis. The results indicated a significant relationship between cognitive schemata and the adjustment level of students with Oppositional Defiant Disorder (r=-0.23, p>0.001). Furthermore, the results of multiple regression analysis showed that %7.7 of variances in the students’ adjustment level could be predicted by their cognitive schemata indicating the low predictive power of cognitive schemata for the determination of the adjustment level of students with Oppositional Defiant Disorder.

This research was carried out to study the effectiveness of teaching life skills (self-awareness and problem solving) on resilience of first grade high school students in Bukan County. The research method is pretest-posttest quasi-experimental study designs and control group. The statistical population in this research included all male high school students in Bukan County and among them 40 students were chosen through random cluster sampling; the students were divided into two experiment (20 members) and control (20 members) groups. The data collection instrument in this research was Connor-Davidson Resilience scale (CD-RISC). The experiment group was trained during 10 one-hour sessions and the control group did not receive any training. The derived data was assessed using analysis of covariance (ANCOVA). The results suggested that teaching life skills (self-awareness and problem solving) leads to an increase in resilience in the experiment group, comparing to the control group. (p<0.05) Hence, teaching life skills (self-awareness and problem solving) is an effective method in increasing resilience.