Aim: Determination of crucial genes that are involved in onset and progress of dysplasia of colorectal mucosa is the aim of this study. Background: Management of dysplasia as one of the risk factors of colon cancer is very challenging. Molecular studies could be helpful in this matter. Here, the transcriptome profile of low-grade dysplasia in colon tissue in comparison with normal one is studied by protein-protein interaction (PPI) network analysis. Methods: For detecting differentially expressed genes (DEGs) of dysplasia lesion, the data was downloaded from the gene chip GSE31106, platform GPL1261, GSM770092-94 as normal colorectal mucosa group and GSM770098-100 as low-grade dysplasia colorectal mucosa from the Gene Expression Omnibus database (GEO). The expression profile is evaluated by GEO2R and a network of DEGs is constructed and analyzed by Cytoscape algorithms. Results: The findings indicate that a PPI network analysis of 113 DEGs is consist of 8 nodes that 6 of them are common with inflammation state. Only SRC and TP53 were recognized as the specific makers for dysplasia. In this respect, a subnetwork of these two genes introduce a panel of 8 nodes consist of HRAS, MYC, PIK3CA, PIK3CB, PIK3CD, PIK3CG, SRC, and TP53. Conclusion: It can be concluded that SRC and TP53 may play prominent role in dysplasia pathogenicity after running validation tests.

Due to the scarcity of quantitative studies as to the effect of portfolio assessment on EFL learners’ writing performance and the significant impact of the interaction between portfolio assessment and self-regulation strategy, the present study aimed to explore whether portfolio assessment has any notable effect on improving Bachelor of Arts (BA)English as a foreign language (EFL) students’ paragraph writing ability and whether this effect differs within high/low self-regulated learners or not. To do so, 60 intermediate female students were chosen out of 145 learners through the administration of a standard version of the Oxford Placement Test (OPT). The participants were randomly assigned to one control (30 participants) and one experimental group (30 participants). The experimental group was assigned into two groups of high and low self-regulated learners, (15 participants for each group), based on Magno’ s (2009) Academic Self-regulated Learning Scale (A-SRL-S) questionnaire. Participants of the control group were taught and assessed based on traditional teaching and assessment, whereas those in the experimental group were taught and assessed via portfolio-based instruction and assessment techniques. The analysis of the results of the study revealed that portfolio assessment has a significant effect on improving writing ability (p=0. 001). The results also showed that high self-regulated learners have taken more advantage of portfolio assessment than the low self-regulated ones (p = 0. 000). The results obtained from the present study can have beneficial contributions to teaching, curriculum development, and testing.