زهرا نوری

Introduction: playing the instrument in different groups of society is increasing day by day. Therefore, it seems necessary to pay attention to musculoskeletal imbalances and their problems in musicians. Methods: 90 instrumentalists, including 26 wood wind players (age: 28.46 ± 4.62 years, BMI: 26.59 ± 2.11), 37 string players (age 28.18 ± 7 years, BMI: 24.92 ± 3.60), and 27 percussionists (age: 31.88 ± 6.6 years, BMI: 24.95 ± 3.32) Were selected to participate in this study. Upper and lower extremities were assessed. For statistical analysis ANOVA, Scheffe and Kruskal-Wallis statistical tests were performed in SPSS version 16 with a significance level of 0.05. Results: The results of this study did not show significant differences between the degree of musculoskeletal imbalances of kyphosis and lordosis between the study groups (p˃0.05). Results in musculoskeletal imbalances of scoliosis(Sig = 0.001), forward head(Sig = 0.001), uneven shoulder(Sig = 0.001), torticollis(sig = 0.001), scapular dyskinesia (Sig = 0.006) were showed the significant differences between the groups(p˂0.05). Conclusion: According to the results, some musculoskeletal imbalances in the group of wood wind instrumentalists showed a higher intensity and prevalence. These variabilities between different groups of musicians indicate different physical and postural needs to play different instruments.

Mounting attention has recently been paid to authorial stance in academic writing due to its important role in the interpersonal aspect of writing, encompassing the ways in which authors establish connections, convey attitudes, and engage with an audience. This study was an attempt to explore how native and non-native authors of Applied Linguistics deploy linguistic features to project their authorial stance. To this end, a corpus of 100 research articles authored by native and non-native researchers was collected from journals in the field of ELT. Hyland's Interpersonal Model of Metadiscourse (2005) was employed to differentiate the features produced and figure out how authors navigate the complexities of expressing their meaning while considering the ELT community expectations, and SPSS was used to analyze the data. Based on the results, the proportion of interactive resources was found to surpass that of interactional resources in both native and non-native writings, with transitions being the leading feature, followed by evidentials; and regarding the interactional resources, boosters, and hedges were the most dominant features employed by native and non-native authors, respectively. Overall, no tendency was found towards textuality through which authors consider the target audience (engagement markers), signal their confidence through the portrayal of authors' feelings (attitude markers), and take credit for their findings (self-mentions) throughout the whole corpus, particularly non-native writings. It seems that writing courses offered in non-native contexts require improvements to meet the standards of academic writing. Therefore, the study has important implications for both non-native and novice researchers and course designers.