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Producing polyglot films has turned into a global cinematic trend lately. The Iranian cinema is no exception, and the number of Iranian polyglot films has also increased recently. Therefore, there is a greater need for the systematic analysis of different aspects of multilingualism in audiovisual translation (AVT), particularly in modes like the subtitling for the deaf and hard of hearing (SDH) in which the audiences have limited or no access to the original audio content. In this study, first, the concepts of multilingualism in Iranian cinema and Persian SDH were discussed. Then, the representation of multilingualism in three Iranian polyglot films was examined. The results depicted that, in most cases, multilingualism is masked, and the subtitlers were neglectful of the importance of the conveyance of multilingual instances in the plot for the deaf and hard of hearing (DHH). Therefore, it can be claimed that the Persian SDH is yet to reach quality standards. Studies like this have immediate implications for audiovisual translators and film distributors by drawing attention to the importance of SDH, as a relatively understudied area, in promoting media accessibility (MA) for the DHH in the Persian speaking context and beyond.

Multilingualism serves an important function in the characterization of an audiovisual product; thus, its representation in translations demands scientific attention. The task of rendering multilingualism in translation becomes more complicated when no or limited access to the original audio content is possible. This being so, this study investigates the representation of multilingualism in English subtitles for the deaf and hard of hearing (SDH) and Persian dubbing of four polyglot films. It examines and discusses the strategies adopted by translators in eight translations, both the SDH and dubbed versions. The results indicate that translators employ a variety of solutions and strategies to tackle challenges and render the third language (L3), but still dubbing tends to neutralize L3 in most instances. In the case of SDH, L3 was made explicit, but the high frequency of homogenising strategies and the loss of L3 in the translations were noticeable. These results could be of use for both cinema and translation professionals and non-professionals, particularly for enhancing media accessibility (MA) for the deaf and hard of hearing (DHH) community, besides adding to the body of studies on the translation of multilingualism.

Abstract Background Current recommendations on the management of systemic sclerosis (SSc) suggest that autologous hematopoietic stem cell therapy (HSCT) can be a rescue therapy for patients with rapidly progressive SSc. Objectives To assess the safety and efficacy of HSCT for patients with SSc and to compare these with non-HSCT patients in a control cohort with adjusted risk factors. Methods A retrospective analysis of data from the multicentric German network for systemic scleroderma (DNSS) with 5000 patients with SSc. Control groups consisted of all patients with diffuse cutaneous (dc)-SSc (group A) and an adjusted high-risk cohort of male patients with Scl70-positive dc-SSc (group B). Results Eighty SSc patients received an HSCT 4.1 ± 4.8 years after SSc diagnosis. Among them, 86.3% had dc-SSc, 43.5% were males, and 71.3% were positive for Scl70 antibodies. The control group A (n=1513) showed a significant underrepresentation of these risk factors for mortality. When the survival of the control group B (n=240) was compared with the HSCT group, a lower mortality of the latter was observed instead. Within 5 years after HSCT, we observed an improvement of the mRSS from 17.6 ± 11.5 to 11.0 ± 8.5 (p=0.001) and a stabilization of the DLCO. We did not see differences in transplant-related mortality between patients who received HSCT within 3 years after SSc diagnosis or later. Conclusion Our analysis of real-life data show that the distribution of risk factors for mortality is critical when HSCT cohorts are compared with non-HSCT control groups.

Speaking a language involves more than simply knowing the linguistic components of the message, and developing language skills requires more than grammatical comprehension and vocabulary memorization. In teaching-learning processes, drama method may have some positive effects on ELL students' speaking fluency and accuracy. This study attempts to probe one of the main concerns of language learners, that is, how to improve their speaking components, e.g. oral fluency and accuracy. To attain this aim, the researchers investigated the effect of two selected texts from modern English dramas on students' speaking fluency and accuracy. They distinguished fluent from non-fluent and accurate from no accurate learners. Therefore, the current study was designed as a true experimental research and the data were gathered from 60 EFL students, whose ages are between 19-25 (80 percent girls and 20 percent boys), of English language and literature at Hormozgan University in Iran. The data were the recorded speaking transcripts which were analyzed to show the probable progresses after four-time (10 weeks) treatment. The factors to be considered in present study were the numbers of filled and unfilled pauses in each narration, the total number of words per minute, mean length of utterance, and number of stressed words. The results were compared and their temporal and linguistic measures were correlated with their fluency scores. They revealed that the speech rate, the mean length of utterance, phonation time ratio and the number of stressed words produced per minute were the best predictors of fluency scores, and thus, students' speaking fluency increased, whereas the students' speaking accuracy decreased in some areas of speaking abilities and oral communications.

Translation of cultural conceptualizations in the war literature seems to be an overlooked area of research both in Translation Studies and cultural studies dealing with war. In this study, we employed the framework of Cultural Linguistics at the heart of which lies the notion of cultural cognition to analyse translation of cultural schemas and categories in four books selected from the genre of Iran–Iraq war literature. The analysis indicated that typical translation techniques might lead to a change of cultural identity and may not be able to adequately transfer cultural conceptualizations. Therefore, 'thick translation' is suggested as a better way of translating them. This study can have implications for the theory and practice of translation and for those studying war from a cultural vantage point. [ABSTRACT FROM AUTHOR]

In this study, classrooms were regarded as systems in which the teacher and students interact in context and behaviors of the teacher and students affect each other mutually in a cyclical or spiral manner. We attempted to capture nuances of interactional pattern that are not readily visible through the product-oriented approaches. To analyse classroom interaction dynamically and in real time, the State Space Grid technique was applied. Two pairs of teachers were especially focused on. One pair involved most versus least experienced teachers and the other was teachers whose students have highest versus lowest mean scores in motivation. The content and structure of teachers' interpersonal behaviours in the class were analysed in terms of Communion and Agency based on the Model on Interpersonal Teacher Behaviour. It was found that, for students' motivation, the effects of Communion were somewhat stronger, although Agency had its own role as the identified attractors imply. Additionally, classes of less and more experienced teachers differed primarily with respect to their structure and predictability (i.e. behaviours of the less experienced teacher had higher dispersion and entropy and behaviours of more experienced teacher were more predictable and consistent even to the extent that they sometimes seemed monotonous, especially when they were compared with the behaviours of the teacher of the most motivated class. This study has implications for enhancing the communicative ground of the class and teachers' and students' wellbeing and motivation.

Action research is an efficient tool for the teachers to tackle the problems in their classes and enhance teaching and learning process. This study explored EFL teachers' perceptions about the effect of conducting action research on their professional development. It also probed into the challenges and problems that teachers experienced during the conduction of their action research as well as the support structures which are needed in this regard. Ten EFL teachers were involved in doing classroom-based action research for one semester. Qualitative data were gathered through questionnaires, semi-structured interviews and diaries. Findings revealed that action research contributed to teachers' professional growth through increasing their awareness of their role as teachers and of their students’ needs, providing opportunities for self-reflection on practice, increasing professional confidence, developing a sense of leadership and autonomy, and creating a positive classroom atmosphere. Nevertheless, the participants struggled with three major challenges during the conduction of their action research: lack of time, lack of academic research knowledge and lack of institutional support. It is concluded that contrary to the existing professional development programs, action research can act as a cost-effective, contextualized and efficient professional development instrument tailored to individual teachers’ specific teaching circumstances and classroom peculiarities. Finally, suggestions are made for promoting action research engagement in language education contexts.

Classrooms can be regarded as dynamic systems in which behaviors of teachers and students affect each other mutually and in a spiral manner. In this study it was intended to investigate differences in interpersonal behaviors of a more vs. a less favorable teacher at micro- and macro-levels. To analyze classroom interaction dynamically and in real-time, State Space Grid technique was applied. On the macro-level, teacher profiles were determined based on vector method. 211 students of six classes rated the behavior of their own teacher and an imaginary ideal one. One teacher who was closest to and one farthest from that ideal were identified and their classes were video-taped. Two raters coded behaviors with a joystick and then content and structure of interaction were analyzed. Differences on the micro-level were especially noticeable in the strength of attractors, not in their position. Structurally, the behavior of the more favorable teacher had higher variability and less predictability. On the macro-level, the more favorable teacher had Authoritative, and the less favorable one had Directive profiles. The results of this study can be used in promoting interactive ground of the class and in teacher education programs.

The term 'sclerosing diseases of the skin' comprises specific dermatological entities, which have fibrotic changes of the skin in common. These diseases mostly manifest in different clinical subtypes according to cutaneous and extracutaneous involvement and can sometimes be difficult to distinguish from each other. The present consensus provides an update to the 2017 European Dermatology Forum Guidelines, focusing on characteristic clinical and histopathological features, diagnostic scores and the serum autoantibodies most useful for differential diagnosis. In addition, updated strategies for the first‐ and advanced‐line therapy of sclerosing skin diseases are addressed in detail. Part 2 of this consensus provides clinicians with an overview of the diagnosis and treatment of scleromyxoedema and scleroedema (of Buschke). [ABSTRACT FROM AUTHOR]

The term 'sclerosing diseases of the skin' comprises specific dermatological entities, which have fibrotic changes of the skin in common. These diseases mostly manifest in different clinical subtypes according to cutaneous and extracutaneous involvement and can sometimes be difficult to distinguish from each other. The present consensus provides an update to the 2017 European Dermatology Forum Guidelines, focusing on characteristic clinical and histopathological features, diagnostic scores and the serum autoantibodies most useful for differential diagnosis. In addition, updated strategies for the first‐ and advanced‐line therapy of sclerosing skin diseases are addressed in detail. Part 1 of this consensus provides clinicians with an overview of the diagnosis and treatment of localized scleroderma (morphea), and systemic sclerosis including overlap syndromes. [ABSTRACT FROM AUTHOR]

The Priority of the practical approach toward the world to theoretical approach is one of the most fundamental components of Heidegger’s “Being and Time”. In fact, Heidegger believes that the first disclosure of Dasein to the world is based on practice rather than speculation and even Dasein is the same practice. Thus, according to Heidegger, the theory is only a derivative form of Praxis. Heidegger doesn’t refer to “Aristotle’s Phronesis” explicitly in “BT”. However, we can find the implicit presence of this concept all over the book to the extent that researchers like Volpi consider “BT” as a translation of Aristotle’s “Nichomachean Ethics”. I Will try, in this article, to present four tacit presences of Phronesis in “Being and Time” and to show that these four presences have founded on KAIROS that Heidegger emphasizes on it especially in the “Phenomenology of Religious Life” Lecture course.

Metastasis of hepatocellular carcinoma (HCC) to the seminal vesicle is extraordinarily rare, with only two other cases reported in the literature. Herein we present the first documented case of a seminal vesicle as the initial site of solitary metastasis in a patient with a history of liver transplantation for HCC. We aim to provide more information regarding the disease process, histopathology, and management strategy.

The present study aimed to explore how tolerant of ambiguity Iranian EFL learners at university level are and if gender plays a role in this regard. To this end, upon filling in the revised SLTAS scale of ambiguity tolerance 194 male and female Iranian teacher trainees were assigned to three ambiguity tolerance groups; namely, high, moderate and low. Cluster analysis of the SLTAS scores indicated that Iranian EFL learners were mostly moderate as far as tolerance of ambiguity was concerned. Examining the gender differences through an independent sample t-test manifested that female participants were less tolerant of ambiguity than their male peers. Also, the differences between the expected and observed number of participants categorized in the three AT groups were non-significant undermining the role of gender as a moderator variable in assigning participants to AT groups and further approving of SLTAS validity. Implications for classroom practice are presented in the light of findings. The results are helpful in syllabus design and teaching methodology.

Along with a more humanitarian movement in language testing, accountability to contextual variables in the design and development of any assessment enterprise is emphasized. However, when it comes to writing assessment, it is found that multiplicity of rating scales developed to fit diverse contexts is mainly headed by well-known native testing agencies. In fact, it seems that EFL/ESL assessment contexts are receptively influenced by the symbolic authority of native assessment circles. Hence, investigating the actualities of rating practice in EFL/ESL contexts would provide a realistic view of the way assessment is conceptualized and practiced. To investigate the issue, present study launched a wide-scale survey in the Iranian EFL writing assessment context. Results of a questionnaire and subsequent interviews with Iranian EFL composition raters revealed that rating scale in its common sense does not exist. In fact, raters relied on their own internalized criteria developed through their long years of practice. Therefore, native speaker legitimacy in the design and development of scales for the EFL context is challenged and the local agency in the design and development of rating scales is emphasized.

The aim of this study was to investigate the foreign language learning needs of Iranian MA students, in particular those who were majoring in biology, psychology, physical training, accounting and west philosophy. A total of 80 students from five MA majors studying at university of Isfahan participated in the study. Additionally, twenty-five subject-specific instructors as well as seven English instructors took part in the study. The study was designed on qualitative and quantitative survey basis using interviews, questionnaires, and texts. In order to investigate participants' point of views, chi-square test was used to analyze the data. The result obtained revealed that majority of the participants were dissatisfied with the current ESP courses for MA students. Most of the participants asked for an urgent need for revision and reconsideration of English instruction in the Iranian educational system as well as universities, stating that Iranian students do not have enough exposure to English language in a way that help them to fulfill their subjective and objective needs at MA level. Giving more weight to English in the MA entrance exam was suggested as one possible solution. It was thought that this would increase the motivation of the students to improve their language proficiency; furthermore, joint teaching of the ESP courses was suggested as another solution to help students meet their English needs at the MA level.

The current research examines the immediate and delayed effects of three types of corrective feedback, namely recasts, metalinguistic feedback, and clarification requests, on the acquisition of English wh-question forms by Iranian EFL learners. To this end, 134 Iranian EFL learners comprising 4 intact classes participated in the study. Learners in 3 intact classes which were designated as feedback groups received feedback during a meaning-focused task, while learners in the control group received no feedback. The results of data analysis revealed the effectiveness of metalinguistic feedback and recasts in both immediate and delayed post-tests. Further inspection of the results revealed that while metalinguistic feedback was more effective than recasts in the immediate post-test, recasts had a more stable and enduring effect, compared with metalinguistic feedback, on learners' performance in the delayed post-test.

This study tries to answer some ever-existent questions in writing fields regarding approaching the most effective ways to give feedback to students' errors in writing by comparing the effect of error correction and error detection on the improvement of students' writing ability. In order to achieve this goal, 60 pre-intermediate English learners were randomly divided into two groups: the first one was Direct Feedback Group, receiving feedback on their writing through error correction (DFG) and the other one was Indirect Feedback Group (IFG), receiving feedback in their writing through error detection along with the codes. The learners were taking English classes in a private English center and were supposed to self-correct and hand in their writings when received indirect error feedback. The results suggested that error detection along with the codes led to better improvement in the learners' writing than the error correction treatment.

Giant multiloculated cystadenoma of the prostate (GMPC) is a rare, massive and benign tumor. Recurrence rates after resection are low but have been recorded. An open approach is most common, with few laparoscopic and no robotic cases reported. We report on a case of a 65-year-old man with a new presentation of a 400 cc cystic prostatic mass thought to be GMPC. This patient underwent what is, to our knowledge, the first reported case of RARP in the treatment of GMPC. A robotic approach to massive GMPC was safe and efficacious in our initial experience.

The adoption of cloud computing has been accelerating over the last decade, while enterprise cloud users ("firms") are struggling to manage their growing cloud expenditures in the face of intermittent digital demand surges caused by planned or random events. To deal with such challenges, a firm can employ reserved instances with the standard contract length (e.g., one year) to meet the stationary base demand, which we refer to as the base contracts, complemented by additional reserved instances with either standard or shorter contract lengths, which we refer to as the supplementary contracts, to cope with the demand surges. We first analyze a model whereby the surge and inter-surge durations are deterministic, demand magnitude is random, and cancellation of the reservations is allowed. We develop a capacity management plan for the firm including not only the optimal capacity levels, which follow a newsvendor-type solution, but also the optimal policy for managing the purchase, renewal, cancellation, or expiration of the supplementary contracts, which can be characterized as a two-threshold policy. Due to the complexity of the structure of the optimal policy, we also construct an effective heuristic policy by excluding the renewal option from the action space, which can be applied to a more general setting where the surge and inter-surge durations are random. We examine two model extensions: (1) when trades of reserved instances are allowed in a secondary marketplace; (2) when the firm does not have exact information about the distributions of the surge magnitude and duration while it can adjust the capacity levels as data unveils. Our analysis shows that the optimal policy for managing the supplementary contracts depends on the relative magnitude of the surge and inter-surge durations in relationship to the cancellation fee. Moreover, our numerical results show that cloud platforms that offer a secondary marketplace are more attractive to firms from a cost standpoint than those that allow cancellation only. The latter, without the secondary marketplace, however, can achieve parity with the former by offering a deeper discount rate for the reserved instances, thereby bypassing the cost of administering the secondary marketplace. [ABSTRACT FROM AUTHOR]

Producing polyglot films has turned into a global cinematic trend lately. The Iranian cinema is no exception, and the number of Iranian polyglot films has also increased recently. Therefore, there is a greater need for the systematic analysis of different aspects of multilingualism in audiovisual translation (AVT), particularly in modes like the subtitling for the deaf and hard of hearing (SDH) in which the audiences have limited or no access to the original audio content. In this study, first, the concepts of multilingualism in Iranian cinema and Persian SDH were discussed. Then, the representation of multilingualism in three Iranian polyglot films was examined. The results depicted that, in most cases, multilingualism is masked, and the subtitlers were neglectful of the importance of the conveyance of multilingual instances in the plot for the deaf and hard of hearing (DHH). Therefore, it can be claimed that the Persian SDH is yet to reach quality standards. Studies like this have immediate implications for audiovisual translators and film distributors by drawing attention to the importance of SDH, as a relatively understudied area, in promoting media accessibility (MA) for the DHH in the Persian speaking context and beyond. [ABSTRACT FROM AUTHOR]

Copyright of Journal der Deutschen Dermatologischen Gesellschaft is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Juvenile systemic sclerosis (jSSc) is an orphan disease with a prevalence of 3 in 1,000,000 children. Currently there is only one consensus treatment guideline concerning skin, pulmonary and vascular involvement for jSSc, the jSSc SHARE (Single Hub and Access point for pediatric Rheumatology in Europe) initiative, which was based on data procured up to 2014. Therefore, an update of these guidelines, with a more recent literature and expert experience, and extension of the guidance to more aspects of the disease is needed. Treatment options were reviewed, and opinions were provided for most facets of jSSc including general management, some of which differs from adult systemic sclerosis, such as the use of corticosteroids, and specific organ involvement, such as skin, musculoskeletal, pulmonary, and gastroenterology. We are suggesting the treat to target strategy to treat early to prevent cumulative disease damage in jSSc. Conclusions are derived from both expert opinion and available literature, which is mostly based on adult systemic sclerosis (aSSc), given shared pathophysiology, extrapolation of results from aSSc studies was judged reasonable. [ABSTRACT FROM AUTHOR]

This paper reports on the findings of a research aimed at exploring the professional identity (PI) of English as Foreign Language (EFL) teacher in Iran. The research further examined the extent to which the identified PI factors affect their teaching quality. The authors argue that earlier classification of different factors of professional identity of EFL teachers is arbitrary and may only be valid by definition. The possible grouping of these factors is also examined to identify what clusters of factors have relative importance in EFL teacher's professional identity and how these clusters may contribute to the quality of teaching. Sample participants contributed in semi-structured interviews and subsequently based on the thematic analysis of the interviews a questionnaire was developed and completed by a total of 143 EFL instructors and students. Factor Analysis of data identified four distinct clusters accounted for a total of nineteen variables presenting the PI profile of EFL teacher in which Personal Characteristics (PC) emerged as the most important cluster. Consequently, five clusters identified to have a considerable effect on teaching quality, Pedagogical knowledge (PK) found to be the most influential cluster. These findings may well serve as a valuable pedagogical resource for EFL teachers and policy makers to help improve teaching quality, educational processes, and curriculum design.

In the fast-growing world of translation studies, many students may not receive adequate training at universities. A new multi-facetted approach is therefore needed to be applied in translator educational programs to meet the students’ needs and professional expectations. In order to describe the complex interrelations in translator education systems and propose a research framework that takes into account its dynamism, complexity theory is used as an analytical tool that proposes better ways of thinking about the world of education. This study attempts to bring new insights into translator education by showing how the main tenets of complexity thinking can be applied metaphorically in translator education and how the implications of this theory can be applied in translator educational programs at universities in the context of Iran's higher education system. According to this perspective, the competitive top-down approach, which is traditionally applied in Iran’s educational system can no longer be effective and should be replaced by a participative bottom-up approach.