Search

Graduate recruitment is one of the issues that have always been of interest to educational planners in different countries and the educational system of countries is no exception. Today, developed and developing countries have offered entrepreneurship courses to overcome the challenges of job search. In other words, the solution to these problems should be sought in entrepreneurship skills. The main aim of this research is to examine the role of entrepreneurial universities in the development of entrepreneurship in society, which will eventually lead to sustainable development. This study follows a quantitative methodology by using a self-administered questionnaire. This research's statistical population consists of postgraduate and undergraduate students who have finished at least two academic years of study. The KMO coefficient and Bartlett's test were used to establish the questionnaire's content validity, while Cronbach's alpha coefficient was used to check its reliability, revealing that the instruments were consistent at 91%. Descriptive and inferential statistics including frequency, mean, Kruskal test, Mann-Whitney test, Pearson correlation coefficient and regression were used to analyze the data. The findings of the correlation study showed that there is a significant relationship between university entrepreneurship factors and university-level awareness of entrepreneurial activities. Furthermore, the results of regression analysis showed that the dependent variable of the entrepreneurial awareness of students was dependent on variables such as the characteristics of the entrepreneurial university, parents' income, personal awareness of students and communication channels.

Learning could not be thought of as unrelated to cognitive processes and cognitive processes are not unrelated to affective ones; thus, the current study tried to empirically examine the influence of Emotion Based Language Instruction (EBLI) in fostering teaching oral skills to EFL learners. An IELTS test was utilized to measure the progress of both control and experimental groups at the beginning of the research and also at the end. The content of the material chosen to be taught for experimental group was selectively written based on the Metric of Emotioncy designed by Pishghadam (2016). The differences in scores of pre and posttest of IELTS were statistically calculated to observe the effect of EBLI. The results revealed a significant change in speaking skill in experimental group and a change in listening skill, though it was not statistically significant. The results of the current investigation can increase the knowledge on applying EBLI in teaching foreign/second languages.

The current study was conducted to investigate whether test scores of Iranian English as Foreign Language (EFL) learners were equivalent across CBT and PBT modes, with 58 intermediate learners studying at a private language academy located in Behshahr city in northern Iran. Moreover, test takers' computer familiarity, attitudes, aversion, and testing mode preference were regarded as the potential issues to influence CBT test scores. Data were collected using CBT and PBT versions of Nelson Proficiency Multiple-Choice Tests and Computer Aversion, Attitudes, and Familiarity Index (CAAFI) questionnaire as well as a simple testing administration mode preference question. The participants produced similar scores across modes, although they insignificantly outperformed on the CBT version. Additionally, analysis of the overall scores on the CAAFI and mode preference question obtained from CBT testing session indicated no statistically significant correlation between computer familiarity, attitude, aversion, and mode preference variables and test takers' CBT scores. The qualitative findings of this study obtained by semi-structured interview revealed that most of the participants showed high preference and more advantages for CBT over PBT to rationalize why they preferred this mode of testing.

The study aims to examine the relationship between art education and government policy towards sustainable urban development in Tehran. The mixed approach of quantitative and qualitative was adopted as the study design. Stratified sampling technique coupled with simple random sampling was used to sample 300 respondent for this study. Students, as well as development partners, were targeted. Both questionnaire and interviews for literate and non-literate respondents were used respectively. Likert scale questions were used to obtain the required data for the study. The study found that there is a strong relationship between art education and sustainable urban development in Tehran and hence more collaboration is required from the government and development partners to train engineers and Urban planners based on art education.

Affective factors play a role in learning in general and language learning in particular. The current study tried to empirically examine the influence of one of these factors namely 'Emotional Intelligence' to check its influence on Speaking Skill. Participants were Intermediate level students who took the IELTS test (International English Language Testing System), so that the researchers could evaluate their proficiency in speaking skill at the beginning of the project. Next, the Emotional Intelligence of them was calculated and afterwards Emotional Intelligence (EI) was taught. After a one-educational-year course of simultaneously teaching EI and Speaking skill, the same IELTS along with the Emotional Quotient (EQ) questionnaire was administered in experimental and control group. To observe the development in each category, the difference in scores of both EQ and IELTS test (pre-test and post-test) were calculated. Ultimately, it was found that both EQ and speaking skill of the learners in treatment group were developed in a significant way whereas only speaking skill of control group progressed but it was not significant. The findings of the study can contribute in the promotion of the knowledge on the effect of EI in language learning.

English language is an important international language and a considerable part of time and expenses is devoted to learning it. Since many academicians and common people invest a lot of time on learning it, an increase in learning speed is certainly an urgent need. The current study tried to empirically examine the influence of an affective factor namely Emotional Intelligence on Reading Skill as affective factors play a role in learning in general and language learning in particular. Intermediate EFL learners in Iran were given an IELTS test for evaluating their reading proficiency. Next, the Emotional Quotient of the subjects were calculated and after that teaching Emotional Intelligence was started. The subjects received instructions for one year on both Emotional Intelligence and Reading Skill. The difference in scores of both Emotional Intelligence and IELTS tests were then statistically calculated to observe the progress in each issue. The findings of the study showed a significant progress both in Emotional Intelligence and Reading Skill of the subjects in the experimental group, but no significance was observed in the control group. The results of the present research could help develop the knowledge on Emotional Intelligence enhancement and its possible effect(s) on language learning.

The current study tried to empirically examine the influence of enhancing Emotional Intelligence on writing skill. The method of doing the study was giving an "Interchange Placement Test" to the university students who majored in English (EFL learners) in Iran. After selecting intermediate level students for participating in the study, an IELTS test was administered to evaluate the proficiency of the participants at the beginning of the project. Next, the Emotional Quotient (EQ) of the subjects was measured and afterwards, teaching Emotional Intelligence (EI) was started. At the end of a one-educational-year course of simultaneously teaching EI and writing skill, the same EQ and IELTS test was given to the learners. The difference in scores of both EQ and IELTS test were statistically calculated to observe the progress in each issue. The results revealed a significant change both in EQ and in writing skill. The findings of the study could help further the knowledge in the related field.

The emergence of COVID-19, caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), triggered a global pandemic. Concurrently, reports of mucormycosis cases surged, particularly during the second wave in India. This study aims to investigate mortality factors in COVID-19-associated mucormycosis (CAM) cases, exploring clinical, demographic, and therapeutic variables across mostly Asian and partly African countries. A retrospective, cross-sectional analysis of CAM patients from 22 medical centers across eight countries was conducted, focusing on the first 3 months post-COVID-19 diagnosis. Data collected through the ID-IRI included demographics, comorbidities, treatments, and outcomes. A total of 162 CAM patients were included. The mean age was 54.29 ± 13.04 years, with 54% male. Diabetes mellitus (85%) was prevalent, and 91% had rhino-orbital-cerebral mucormycosis. Surgical debridement was performed in 84% of the cases. Mortality was 39%, with advanced age (hazard ratio [HR] = 1.06, [ P  < .001]), rituximab use (HR = 21.2, P  = .05), and diabetic ketoacidosis (HR = 3.58, P  = .009) identified as risk factors. The mortality risk increases by approximately 5.6% for each additional year of age. Surgical debridement based on organ involvement correlated with higher survival (HR = 8.81, P  < .001). The utilization of rituximab and diabetic ketoacidosis, along with advancing age, has been associated with an increased risk of mortality in CAM patients. A combination of antifungal treatment and surgical intervention has demonstrated a substantial improvement in survival outcomes. [ABSTRACT FROM AUTHOR]

The current research aims to identify new combined genetic algorithm methods to solve complex problems. The researcher has analyzed the results and findings of the previous researchers using a systematic reviewing approach and has identified the effective factors by implementing the 7 steps of Sandelowski and Barroso’s method. Among 4320 articles, 54 articles were selected based on the CASP method. In this manner, in order to evaluate reliability and quality control, the Kappa index was used, and its value was deemed to be in high compatibility regarding the identified factors. The results of the analysis of the collected data in ATLAS TI software led to the identification of 9 categories and 33 primary codes of new combined genetic algorithm methods to solve complex problems. Based on the coding, 9 categories, and 33 initial codes were identified. The identified categories are layout design, supply network, programming, Anticipation, inventory control, information security, imaging, medical imaging and wireless network. [ABSTRACT FROM AUTHOR]

The current study investigated the association between multiple intelligences and language learning efficacy expectations among TEFL (Teaching English as a Foreign Language) university students. To fulfill the aim of the study, 108 junior and senior TEFL students were asked to complete the "Multiple Intelligence Developmental Assessment Scales" (MIDAS) (Shearer, 1996) and the "Learners' Sense of Efficacy Survey" (Gahungu, 2009). Descriptive statistics, correlation analysis and regression analysis were employed to analyze the data. The findings of correlation analysis indicated that, among the different types of intelligences, Linguistic and Intrapersonal intelligences had strong positive correlations with learners' self-efficacy beliefs. The results of regression analysis showed that Linguistic and Intrapersonal intelligences were positive predictors of learners' efficacy beliefs, whereas Mathematical intelligence was the negative predictor of students' self-efficacy beliefs. All in all, the findings of the present study contribute to the understanding of the interplay between students' multiple intelligences and their language learning self-efficacy beliefs; furthermore, they convey some implications for university teachers, material and curriculum developers and language testers.