In education, the terms “assessment” and “motivation” seem paradoxical. However, a closer examination of the two terms leads to the understanding that the two terms can conceptually be aligned. Assessment for Learning (AfL) and teachers’ Motivational Strategy ((MotS)) can be synergized using AfL pedagogical principles that purportedly foster students’ motivation. The dearth of studies juxtaposing both constructs prompted us to examine the AfL practices of seven higher-education teachers in Indonesia, with the aim of providing empirical data on the convergence between AfL and (MotS). Set against the backdrop of a low-motivation context, namely the emergency remote learning and teaching English as a Foreign Language (EFL) writing, the teachers were interviewed regarding their AfL practices, and the data was examined using principally deductive qualitative analysis. The results showed that the greatest alignment occurred in the “maintain” stage of (MotS), where teachers provided a supportive classroom environment where mistakes are a natural part of learning and involved students in self and peer assessment. On the other hand, the constrained context resulted in divergent conceptions in the teachers of what they perceived as motivating for the students. This implies the need for EFL writing teachers to integrate AfL and various stages of Motivational strategies to lead to more engagement and help students improve their writing achievement.

Aims: Type 2 diabetes is a chronic disease, which lowers the life expectancy of its sufferers due to some problems. Mitochondrial dysfunction is a prominent feature in type 2 diabetes. (MotS)-C is a mitochondrial-derived peptide with sports-mimicking activity that has beneficial effects on metabolism and exercise capacity. The purpose of this article is to review the performance of (MotS)-c peptide and the mechanism of action of exercise training on the improvement of type 2 diabetes. Materials and methods: This review study, by searching in the articles available in the databases, Scapus, Google scholar, Pubmed and Farsi including, Magira and with the keywords (MotS)-c, type 2 diabetes, sports training related to the years 1991 to 2022 was done. The search was limited to articles in English and Farsi whose full text was available. In general, among the 52 articles obtained, 41 articles whose full text was available were examined. Findings: and conclusions: Exercise training increases the (MotS)-c level and (MotS)-C activates AMPK in skeletal muscles and improves the energy metabolism. Conclusion: Exercise training improves insulin sensitivity, reducing the risk of concomitant diseases.

Multi-label classification aims at assigning more than one label to each instance. Many real-world multi-label classification tasks are high dimensional, leading to reduced performance of traditional classifiers. Feature selection is a common approach to tackle this issue by choosing prominent features. Multi-label feature selection is an NP-hard approach, and so far, some swarm intelligence-based strategies and have been proposed to find a near optimal solution within a reasonable time. In this paper, a hybrid intelligence algorithm based on the binary algorithm of particle swarm optimization and a novel local search Strategy has been proposed to select a set of prominent features. To this aim, features are divided into two categories based on the extension rate and the relationship between the output and the local search Strategy to increase the convergence speed. The first group features have more similarity to class and less similarity to other features, and the second is redundant and less relevant features. Accordingly, a local operator is added to the particle swarm optimization algorithm to reduce redundant features and keep relevant ones among each solution. The aim of this operator leads to enhance the convergence speed of the proposed algorithm compared to other algorithms presented in this field. Evaluation of the proposed solution and the proposed statistical test shows that the proposed approach improves different classification criteria of multi-label classification and outperforms other methods in most cases. Also in cases where achieving higher accuracy is more important than time, it is more appropriate to use this method.

Considering the complexity of its cognitive, emotional and behavioral components, procrastination takes many forms, of which the most common form is academic procrastination. The purpose of the present study was to determine the effectiveness of procrastination management training on the enhancement of self-efficacy and learning strategies, and the reduction of procrastination and avoidance of failure in female students. The population in this study included all female students who were studying during the 2013-14 academic year. The sample consisted of 30 female students, who were selected via random sampling. The instruments of this study included the Academic Procrastination Orientation Questionnaire (APOQ), Motivational Cognitive Inventory (MCI) and Motivation and Engagement Scale (MES). Results showed that procrastination management training caused significant improvement in students’ expectancy for success, task-value, organization, rehearsal, metacognitive self-regulation and self-efficacy. Also, the results indicated that procrastination management training caused significant decrease in students’ procrastination and failure-avoidance. Most of the difference between the experimental and the control group were in students’ procrastination, self-efficacy, and metacognition. The finding of the present study confirm that procrastination management training enhances cognitive and Motivational strategies and thus it is recommended that educators and therapists use this intervention for improving learning strategies and decrease procrastination.

Pendant plusieurs siecles, la reflexion sur la traduction a ete l'une des preoccupations majeures des litteratures et aujourd'hui encore, elle est situee au centre du debat concernant l'orientation vers la langue source ou la langue cible. Parmi les ecrivains traduits en Iran, Sartre nous a semble avoir mis en evidence des traits distinctifs pour son ironie et pour son engagement politique et social. Son livre intitule "Les (MotS)" est surement un chef-d'oeuvre et des sa parution en 1964, il a suscite un enthousiasme extraordinaire dans les milieux intellectuels de differents pays. Ce livre a ete traduit en persan a quatre reprises dans les annees 1972, 1973, 2007 et 2009 par les differents traducteurs. Vu l'evolution permanente de la langue utilisee au cours du temps, nous nous interessons, dans cette etude, a la premiere et la derniere traduction de cette oeuvre en persan (H. Djavahertchi, 1972 et A. DJ. Aalam, 2009), en examinant le transfert de structures de langue 1vers langue 2, plus particulierement quand le phenomene conduit a des interventions d'ordre purement individuel. Il convient d'affirmer que vu l'impossibilite d'examiner entierement l'oeuvre et toutes ses traductions, nous avons choisi quelques extraits qui ne representent qu'une petite selection de l'ensemble de l'oeuvre et de ses traductions. La traduction n'etant jamais une operation neutre, nous avons essaye d'examiner et de mettre en evidence les interventions des traducteurs, realisees dans le cadre de leur appartenance propre a la culture persane. English: Sartre’s The Words and its Two Persian TranslationsDuring several centuries, the reflection on the translation was one of the major concerns of the literatures and it holds true even now days. It is situated in the center of the debate concerning the orientation towards the source language or the target language. Among the writers whose works have been translated in Iran, Sartre seems to us to have brought to light the distinctive features for his irony and for his political and social commitments. His book entitled The Words is certainly a masterpiece and from its publication in 1964, it aroused an extraordinary enthusiasm in the intellectual circles of various countries. This book was translated into Persian on four occasions in 1972, 1973, 2007 and 2009 by various translators. With respect to the permanent change of the language over time, we are interested, in this study, in the first and last translations of this work in Persian (H. Djavahertchi, in 1972 and A. DJ. Aalam, in 2009) by examining the transfer of structures of L1 to L2, more particularly when the phenomenon leads to interventions of translator himself. It should be mentioned that for practical reasons, we have chosen some extracts which represent only a small selection of the whole work and its translations. Because the translation is never a neutral operation, we tried to examine and to bring to light the interventions of the translators, realized within the framework of their membership appropriate for the Persian culture.Keywords: Sartre, The Words, translation, loyalty, culture, language

A large body of research has investigated the role of Motivational Strategy use in EFL learners’ language achievement, teachers’ work engagement, and creativity. However, there have been very few studies on EFL teachers’ status quo of these variables and the correlation among them. This study was an attempt to investigate the Iranian EFL teachers’ status quo regarding these variables and to explore the correlation among them. To this end, 100 Iranian EFL teachers of both genders were selected. To explore the objectives of this study, the Motivational Strategy Use Questionnaire, Creativity Style Questionnaire, and Work Engagement Scale Questionnaire were employed. Data were analyzed through t-tests and multiple regression. Results revealed that EFL teachers have acceptable levels of Motivational strategies usage, work engagement, and creativity. The results of Multiple regression analysis proved a statistically significant relationship between Motivational Strategy use and creativity in the classroom and no significant relationship was found between Motivational Strategy use and teachers’ work engagement. Teachers’ gender was found to have no contribution to teachers’ work engagement, creativity, and Motivational strategies usage. This study has theoretical and practical implications for teachers.

Le présent article a pour objet de vérifier l’effet de l’enseignement contextuel des (MotS) français auprès des étudiants de 2e et 3e année de licence de français, à l’Université d’Ispahan. Ce travail essaie de découvrir les raisons de certains échecs en mémorisation des (MotS) en contexte ou hors contexte. La visée principale est de mener les apprenants vers une reconnaissance des signes et de la signification des (MotS) au moyen de tests de la mise en contexte (avant et après des séances d’enseignement du vocabulaire) avec des évaluations initiale et finale. Ainsi, l’enseignement des expressions françaises s’avère indispensable pour éviter les problèmes culturels tels les interférences, les ambiguïtés et les problèmes de compréhension. Les résultats révèlent nécessaire une formation d’enseignants assez compétents et capables de s’adapter, au mieux, à la situation.