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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.

Several microRNAs (miRNAs) have been identified as cell-free biomarkers for detecting renal cell carcinoma (RCC). Droplet digital polymerase chain reaction (ddPCR) is a unique technology for nucleic acid quantification. It has the potential for superior precision, reproducibility, and diagnostic performance in identifying circulating miRNA biomarkers compared to conventional quantitative real-time PCR (qRT-PCR). This study aims to evaluate the performance of ddPCR compared to qRT- PCR in identifying miRNA biomarkers that differentiate malignant from benign renal masses. Potential biomarkers of RCC were identified from a literature review. RNA was extracted from the plasma of 56 patients. All the samples underwent analysis via ddPCR as well as qRT-PCR, and expression levels were recorded for the following miRNAs: miR-93, -144, -210, -221, and -222. Tumors were grouped into low-grade ccRCC, high-grade ccRCC, papillary RCC, and benign masses (primarily angiomyolipoma). The miRNA miR-210 (p = 0.034) and the combination of miRs-210 and miR-222 (p = 0.003) were expressed at significantly higher rates among those with RCC than those with benign masses, as measured by ddPCR. Using the combination of miR-210 and miR-222, ddPCR identified significant differences between the subgroups: papillary RCC versus benign (p = 0.03), low-grade ccRCC versus benign (p = 0.026), and high-grade ccRCC versus benign (p = 0.002). The only significant difference between these subgroups using qRT-PCR was between high-grade ccRCC and benign (p = 0.045). All the AUCs were significant when comparing each RCC subgroup with benign for both PCR technologies. Using a combination of miR-210 and miR-222, ddPCR identified significant differences between benign and malignant renal masses that were not identified as significant by conventional qRT-PCR.

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.

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.

Clear cell renal cell carcinoma (ccRCC) incidence has been rising in recent years, with strong association between differential microRNA (miRNA) expression and neoplastic progression. Specifically, overexpression of miR-155-5p has been associated with promoting aggressive cancer in ccRCC and other cancers. In this study, we further investigate the role of this miRNA and one of its protein targets, Jade-1, to better understand the mechanism behind aggressive forms of ccRCC. Jade-1, a tumor suppressor, is stabilized by Von-Hippel Lindau (VHL), which is frequently mutated in ccRCC. Experiments featuring downregulation of miR-155-5p in two ccRCC cell lines (786-O and Caki-1) attenuated their oncogenic potential and led to increased levels of Jade-1. Conversely, knockdown experiments with an anti-Jade-1 shRNA in 786-O and Caki-1 cells showed increased metastatic potential through elevated proliferation, migration, and invasion rates. In a mouse xenograft model, downregulation of miR-155 decreased the rate of tumor implantation and proliferation. Direct interaction between miR-155-5p and Jade-1 was confirmed through a 3′UTR luciferase reporter assay. These findings further elucidate the mechanism of action of miR-155-5p in driving an aggressive phenotype in ccRCC through its role in regulating Jade-1.

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.

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.

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.

Differential microRNA (miRNA) expression can portend clear cell renal cell carcinoma (ccRCC) progression. In a previous study, we identified a subset of dysregulated miRNA in small renal masses, pT1 ccRCC (≤5 cm) that are associated with an aggressive phenotype. The present study investigated miRNA expression in clinical stage I (cT1) tumors (≤5 cm), comparing pathologic stage I (pT1) tumors to those upstaged to pathologic stage 3 (pT3) after surgery following identification of renal vein invasion or invasion into adjacent fat tissue within Gerota’s fascia. Twenty cT1 tumors were examined in an miRNA screening, 10 pT1 and 10 pT3 tumors. The ccRCC cell lines 786-O and Caki-1 were used to assess the impact of let-7c-5p and its protein target insulin-like growth factor 1 receptor (IGF1R). Cells were transfected with pre-let-7c-5p and assessed through cell proliferation, migration, and invasion assays. IGF1R expression was evaluated through Simple Western, and interaction between let-7c-5p and IGF1R was confirmed via luciferase reporter assay. Screening identified 20 miRNA, including let-7c-5p, that were dysregulated between pT1 and pT3 upstaged tumors. This miRNA was also downregulated in our previous study of pT1 tumors that progressed to metastatic disease. Transfection of ccRCC cells with pre-let-7c-5p significantly inhibited proliferation, migration, invasion, and IGF1R expression. These findings suggest that miRNA dysregulation is involved in ccRCC progression, specifically through invasion, and that let-7c-5p downregulation contributes to the aggressiveness of small ccRCC tumors, in part, through its regulation of IGF1R.

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.

The first trace of the critique of objective truth and the “present-at-hand” tradition can be found in Sufism and Mysticism. Mystics emphasize the outstanding role of uncovering and intuition which implies the desire to leave mediators in order to achieve the truth and reflects their creative approach toward tradition, which, while rooted in tradition, is seen as revival. They considered the truth of their approach to tradition as a Naghd/critique. Naghd, in common terms, is simply translated as the assessment of something. However, in the mystical tradition, it is prior to assessment and refers to calling something that is “ready to hand” existence. Today, the way through this tradition is being inquired about and though about is groundless. Groundlessness is the indicator of the dichotomy of tradition and modernity, whereas the original foundation through the experience of a moment of "negation" is an abyss/ the nothing foundation. This article will begin with two fundamental theoretical approaches in Western thought to understand the foundations of the mystic approach to tradition. The first approach is "Romantic Hermeneutics, Historicism, Fundamentalism, and Traditionalism," which comprehends tradition as it has been spent, and the second approach with titles such as "philosophical hermeneutics, historicity and traditionality" considers tradition as something present now. This article proves that both tradition and modernity adopt the same approach while the second approach implies a different perception of the foundation / beginning, time and existence.

The teachers' behaviors sometimes have a more intense and long-lasting influence than the information being transmitted; meanwhile, the concentration of much of the curriculum of teacher education has just been on the course content or teaching methods. In this study, the relationship between students' motivation and teachers' behavior is investigated based on the Model for Interpersonal Teacher Behavior (MITB). The questionnaires were distributed to 211 students of eight classes of general English course at the University of Isfahan. Results indicated that among the eight scales of the model, students' motivation is significantly positively correlated with the friendly scale, and significantly negatively correlated with dissatisfied, and reprimanding scales. This may have cultural and psychological implications. Furthermore, some modifications on the graphical presentation of the MITB are proposed and a model for an ideal English teacher in Iran is obtained and compared cross-culturally.

Schleiermacher's concept of feeling of absolute dependence was the starting point for discussions about religious experience among modern scholars. As the purpose of the religious experience debates in the contemporary, analytic philosophy of religion is to provide an empirical argument for the existence of God, many scholars have expected the feeling of absolute dependence in Schleiermacher’s Christian Faith had to serve the same metaphysical or onto-theological purpose. Are this expectation and its respective interpretations consistent with what we read in Schleiermacher’s Christian Faith? To clarify this, we have used a historical and hermeneutical method in this study. The application of our historical method guides us to Kant’s influence on Schleiermacher, and we will see that most of his concepts are actually Kantian. The application of the hermeneutic method also allows us to consider the feeling of absolute dependence in the light of Schleiermacher's theology as a whole, as well as the concept of religion in the Kant's philosophical system as a whole. Criticizing the dominant understanding of the concept of religious experience in Schleiermacher, this paper will suggest, instead of an ontotheological reading, that the feeling of absolute dependence is only a description of self-consciousness, which does not provide us with any proof for the existence of God.

Private speech utilization is accepted to have a critical role in the continuum of language acquisition. As a valuable device in studying learners’ talk during interaction, a language related episode (LRE) is any part of a dialogue where a student speaks about a language problem s/he comes across while completing a task. The present study investigated the role of private speech produced by Intermediate Iranian EFL learners while they were involved in completing a dictogloss. For this purpose, 12 female EFL learners were chosen and they were required to speak about a lexical item cooperatively while they were completing a dictogloss task. These interactions were recorded and their lexical language related episodes were transcribed. In order to investigate the private speech used in the interactions, data was coded for different forms and contents of private speech and their functions were identified. The results indicate that private speech is mostly used for self-regulation and gaining control over the task. The study has implications for teachers and researchers by giving insights on how L2 is used in interactions.

Introduction: The processes of teaching and learning have changed dramatically over the past decades. The present study aimed to evaluate the ESP curriculum of faculty of medicine at Isfahan University of Medical Sciences from the perspective of students and faculty members. Methods: In this cross-sectional descriptive study, a number of 600 third- and seventh-year students of medicine studying in the second semester of 2016-17 academic year and six ESP instructors were selected through census method. A researcher-made questionnaire, already checked for reliability and validity, was used to collect data. The collected data were analyzed through descriptive statistics, one-way and two-way t-tests and median test. Results:A total of 380 questionnaires were analyzed. The participants were not satisfied with the ESP materials and believed that the number of credits offered was inadequate. They also indicated that the sequence of the semesters offering the ESP courses was not appropriate. Moreover, the participants believed that the ESP courses should be designed while considering their familiarity with the course Introduction to Clinical Medicine (ICM), and that the materials should be updated. They also maintained that it was necessary to include medical terminology together with case studies in each unit. According to the participants, final exam was not an adequate way of evaluating students’ abilities and they preferred intermittent quizzes. Moreover, they believed that language instructors were more skillful in teaching ESP courses than medical instructors. Conclusion:The content of ESP textbooks for medicine need to be changed, and it is suggested that language instructors should teach these courses.

Motivation for learning a new language does not have an all-or-none impact. It is gradually formed and fluctuated over time and on each timescale has varying levels of influence on a person’s endeavor to learn a language. At the present time, scholars claim that throughout the Second Language Development (SLD) different timescales interact with each other and this interaction is nonlinear, complex and dynamic in nature (de Bot, 2015). The present study attempted to investigate the motivational dynamics of a group of language learners in longer timescales composed of a number of tasks performed on shorter timescales. Ten participants were interviewed at the onset, while performing tasks and at the end of the course to better picture the interplay of different motivational themes over time. The findings confirmed temporal variation in participants’ motivation. Moreover, the data revealed the fact that motivational themes were not equally effective over the course and during task performance. In addition, participants’ motivation was composed of a web of interrelated and dynamic factors which varied over different timescales. Finally, some implications were driven from the findings of the study.

MicroRNAs (miRNAs) are non-coding post-transcriptional regulators of gene expression that are dysregulated in clear cell renal cell carcinoma (ccRCC) and play an important role in tumor progression. Our prior work identified a subset of miRNAs in pT1 ccRCC tumors, including miR-424-5p, that are associated with an aggressive phenotype. We investigate the impact of this dysregulated miRNA and its protein target O-GlcNAc-transferase (OGT) to better understand the mechanisms behind aggressive stage I ccRCC. The ccRCC cell lines 786-O and Caki-1 were used to assess the impact of miR-424-5p and OGT. Cells were transfected with pre-miR-424-5p, a lentiviral anti-OGT shRNA, or were treated with the demethylating agent 5-Aza-2′-deoxycytidine. Cell proliferation was measured via MT cell viability assay. Cell migration and invasion were analyzed using Transwell assays. The expression of miR-424-5p was determined through qRT-PCR, while OGT protein expression was evaluated through Western blotting. The interaction between miR-424-5p and OGT was confirmed via luciferase reporter assay. The transfection of ccRCC cells with pre-miR-424-5p or anti-OGT shRNA significantly inhibited cell proliferation, migration, and OGT expression, while miR-424-5p also attenuated cell invasion. Addition of the demethylating agent significantly reduced cell proliferation, migration, invasion, and OGT expression, while significantly increasing the expression of miR-424-5p. Altogether, these findings suggest that epigenetic downregulation of miR-424-5p, which in turn augments OGT expression, contributes to the creation of aggressive forms of stage I ccRCC.

The concept that an essence independent of man's volition exists for technology, from the point of view of any thinker, has extensive effects on the whole system of his reflections on technology. Heidegger has been known to grant an independent essence for technology (essentialists). This highlights and complies with some other parts of his thoughts on technology. This belief even extends to the utmost of his philosophy of technology, where he finds the way of release from the Gestell of technology. The current paper tries to extend Heidegger’s reasons and evidences on technology to medical technology. Then, it deals with possible criticisms of these reasons and evidences. Finding the foundations of Heidegger's ideas on technology in his first classical work – “Being and Time” – is the purpose of this article.

Abstract Background Systemic sclerosis (SSc; scleroderma) is an uncommon autoimmune rheumatic disease characterised by autoimmunity, vasculopathy and fibrosis. Gene expression profiling distinguishes scleroderma from normal skin, and can detect different subsets of disease, with potential to identify prognostic biomarkers of organ involvement or response to therapy. We have performed gene expression profiling in skin samples from patients with limited cutaneous SSc (lcSSc). Methods Total RNA was extracted from clinically uninvolved skin biopsies of 15 patients with lcSSc and 8 healthy controls (HC). Gene expression profiling was performed on a DNA oligonucleotide microarray chip. Differentially expressed genes (DEG) were identified using significance analysis of microarrays (SAM). Functional enrichment analysis of gene signatures was done via g:Profiler. Results There were 218 DEG between lcSSc and HC samples (false discovery rate

In the current study, we present the results of an experiment with 30 Persian EFL learners in which we explored the learners' perceptions of recasts and metalinguistic corrective feedback. The participant learners received either recasts or metalinguistic feedback for their errors during task-based interactions with their interlocutors and then watched the videotape of their incorrect utterances followed by interlocutors' feedback during stimulated recall interviews. Learners' stimulated recall comments were elicited in relation to learners' perceptions of recasts or metalinguistic corrective feedback they received. Learners' responses in stimulated recall interviews were classified as "noticing the gap," "feedback recognition" and "other." "Noticing the gap" was operationally defined as learners' ability to identify the source of the error for which they received corrective feedback. Learners' responses were classified as "feedback recognition" whenever they were able to recognize the corrective nature of corrective feedback but failed to locate the source of error. Finally, learners' stimulated recall comments were classified as "other" when they failed to recognize the corrective nature of feedback. The results of data analysis indicated that metalinguistic feedback is more associated with learners' ability to notice the mismatch between incorrect and target-like forms.

Background: Chronic kidney disease is a progressive and irreversible loss of renal function. Anemia is one of the main complications of end-stage renal disease (ESRD) which is linked closely with other complications of the disease. The primary therapy for anemia in these patients is erythropoietin (EPO). The goal of this study was to find the effect of Vitamin D administration in addition to the appropriate dose of EPO in ESRD patients with Vitamin D deficiency. Materials and Methods: This was a double-blind clinical trial on 64 ESRD patients undergoing hemodialysis in Amin and Noor Hospitals of Isfahan, Iran. The patients were divided into two groups of control and intervention. The intervention group was given Vitamin D supplements and the control group received placebo. The required dose of EPO to reach the target hemoglobin (Hb) was measured and statistically analyzed. Results: A total number of 32 females and 32 males were included in this study. All the patients in the treatment group were aged between 18 and 76 and the patients in the control group were aged between 21 and 76 years old. There was a significant statistical relationship between Vitamin D administration and the required dose of EPO in both groups (P = 0.013). However, there was no correlation between the concentration of Hb and serum Vitamin D levels. Conclusion: Based on the main finding of this study, the relationship between Vitamin D administration and required dose of EPO seems that the predicted dose of Vitamin D prescribing strategy in Kidney Disease Outcomes Quality Initiative guidelines is not adequate to achieve normal serum Vitamin D in ESRD patients.

Sclerosing skin diseases represent a large number of distinct disease entities, which include systemic sclerosis, localized scleroderma, and scleredema adultorum. These pathologies have a common clinical appearance and share histological features. However, the specific interplay between cytokines and growth factors, which activate different mesenchymal cell populations and production of different extracellular matrix components, determines the biomechanical properties of the skin and the clinical features of each disease. A better understanding of the mechanisms underlying these events is prerequisite for developing novel targeted therapeutic approaches.