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Discourse analysis, a linguistic approach within the social sciences, investigates the relationship between writers' works and their social environments, as well as the impact of these environments on their methods and styles. This research reviews the translation of Imam Ali’s discourse, specifically examining the sermons addressed to the Kufis, through the lens of Fairclough’s (1980) critical discourse analysis model. The study assesses the effectiveness of a selected English translation in conveying the original discourse. The importance of accurately translating the discourse in these sermons cannot be overstated; when translating significant texts, particularly holy texts, a translator’s inability to convey the discourse effectively can result in a loss of the original message, meaning, and spirit. The translation analyzed in this research is Seyyed Ali Reza’s (1980) version of Nahj al-Balagha, recognized as the most accessible and comprehensive translation. By applying Fairclough’s (1980) discourse analysis, the study found that Imam Ali’s discourse features the highest frequency in the description stage at 65%, while the explanation stage has the lowest frequency at 9%. Using Berman’s (2010) translation model, the researchers found that clarification was the most frequently employed strategy in the analyzed translations, occurring 33% of the time. In contrast, the rationalization and qualitative impoverishment strategies were the least used, each at 8%.

This study aims to investigate the relationship between cognitive failures, sense of coherence, and academic resilience in children with speech impairments. The objective is to determine how cognitive and psychological factors predict resilience in this population. A cross-sectional design was employed, involving 376 children with speech impairments, aged 8 to 12 years. Participants were recruited from special education centers and mainstream schools. Academic resilience, cognitive failures, and sense of coherence were measured using the Academic Resilience Scale (ARS-30), Cognitive Failures Questionnaire (CFQ), and Sense of Coherence Scale (SOC-29), respectively. Pearson correlation analysis examined the relationships between variables, and linear regression analysis determined the predictive value of cognitive failures and sense of coherence on academic resilience. Data analysis was conducted using SPSS version 27. Descriptive statistics indicated moderate levels of academic resilience (M = 78.45, SD = 11.32) among participants. Cognitive failures (M = 43.29, SD = 9.87) negatively correlated with academic resilience (r = -0.56, p < .001), while sense of coherence (M = 65.14, SD = 10.45) positively correlated (r = 0.63, p < .001). The regression model was significant (F(2, 373) = 173.27, p < .001), explaining 48% of the variance in academic resilience (R² = 0.48). Cognitive failures (B = -0.45, p < .001) and sense of coherence (B = 0.59, p < .001) were significant predictors of academic resilience. The findings underscore the significant roles of cognitive failures and sense of coherence in predicting academic resilience in children with speech impairments. Interventions targeting cognitive improvement and psychological support can enhance resilience, thereby promoting better academic outcomes. Future research should explore longitudinal trajectories and the effectiveness of specific interventions to further support these children.

This study aimed to evaluate the effectiveness of Motivational Interviewing (MI) in enhancing extracurricular involvement and emotional self-efficacy among individuals with learning disabilities. A randomized controlled trial was conducted with 30 participants diagnosed with learning disabilities. Participants were randomly assigned to an intervention group (n = 15) receiving eight 90-minute sessions of MI or a control group (n = 15) receiving no intervention. Assessments were conducted at baseline, post-intervention, and at a five-month follow-up using the Student Engagement in Extracurricular Activities Scale (SEAS) and the Emotional Self-Efficacy Scale (ESES). Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests in SPSS-27. The intervention group showed significant improvements in extracurricular involvement (baseline mean = 25.67, SD = 3.12; post-intervention mean = 35.78, SD = 4.23; follow-up mean = 34.45, SD = 4.01) compared to the control group (baseline mean = 24.89, SD = 3.24; post-intervention mean = 25.12, SD = 3.30; follow-up mean = 25.05, SD = 3.28). Similarly, emotional self-efficacy scores significantly increased in the intervention group (baseline mean = 55.34, SD = 6.45; post-intervention mean = 68.23, SD = 7.01; follow-up mean = 66.45, SD = 6.78) compared to the control group (baseline mean = 54.78, SD = 6.51; post-intervention mean = 55.23, SD = 6.63; follow-up mean = 54.90, SD = 6.52). The ANOVA results indicated significant main effects of group and time, and significant interactions between time and group for both variables (p < .001). Motivational Interviewing significantly enhances extracurricular involvement and emotional self-efficacy among individuals with learning disabilities. These findings suggest that MI is an effective intervention for improving participation and emotional skills in this population.

The current article aims to examine the political foundations that are the main cause of the emergence of the Gothic style and its flow in history. Many critics and thinkers who research the Gothic genre agree that the begin-ning of Gothic literature should be considered the 18th century. Therefore, in this article, the 18th century is con-sidered as the starting point of Gothic. Since the impact and penetration of Gothic as well as its ambiguity and complexity is a more obvious and ponderable literary genre, the focus and emphasis in this article is on Gothic literature, and Gothic literature of the 18th century is considered as the origin of this literary genre. The present speech focuses on Gothic literature and studies the aspects and political factors that played a role in the for-mation of this literature in the middle of the 18th century in order to show the origin of this literary and artistic genre that has lasted for nearly three hundred years. The effective political factors in the emergence of the Goth-ic genre have been manifested in the form of legislation in various fields such as justice, according to a religious trend, policy making in the field of economy with regard to entering the era of modernity and land reforms. Vi-jay Mishra, a contemporary literary critic and theoretician, states in an article titled "Gothic Sublimity" that the explosion of capital in the second half of the 18th century created a literary phenomenon that was later called Gothic. From the very beginning, Gothic has a hint of rebellion and extravagance that disrupts the security of the mind and produces fear and apprehension. Therefore, the desire to read it is related to the feeling of need to specify the historical significance of the Gothic by mentioning the factors influencing it. In fact, following a kind of genealogical approach, the present research seeks to find an origin that did not stop at a specific or certain point in history as a starting point or origin. Rather, it is always developing and moving. And this mobility of the starting point is precisely the secret of the stability and continuity of the Gothic genre over the centuries. Centu-ries that have many essential differences, but have created something stable, progressive and changing from their hearts, which, unlike other literary and artistic genres and styles, has proven to have no time limit: The Gothic genre.

The contrast between tradition and modernity has always been criticized throughout the histo-ry of political thought, and many thinkers have presented their views in this field in the West-ern and Islamic worlds. Meanwhile, the concept of modernity in the thought of Dariush Shayegan as a free thinker and Seyed Hossein Nasr as a traditional thinker and theorist is ex-amined in this research. The theoretical framework of the research is a combination of Carl Gustav Jung's collective psychoanalysis and other hermeneutics theories. This research aims to answer the question, what is the approach of Dariush Shayegan and Seyed Hossein Nasr in facing modernity? The findings of the research also indicate that Dariush Shayegan as an Ira-nian thinker and intellectual underwent important changes during his intellectual life, and for this reason, his early views have very significant differences with his later opinions. On the other hand, Seyed Hossein Nasr, like Shayegan, is an ardent critic and opponent of modernity, and he believes that reforming religion leads to the deconstruction of religion and that there is no end except secularism and anti-religion. But his full-length defense of religious pluralism makes it difficult to make a final judgment about his thoughts. The method of descriptive an-alytical research and the method of collecting data is documentary.

In Iran, all the border areas of the country where the majority of Iranian ethnic groups live are underprivileged and underdeveloped, and ethnic elites are not present in any of the macro and middle administrations, and the diversity of ethnic groups is not viewed as a positive thing and is considered as a threat. The type of security approach to the thinking of radical and ex-tremist groups in the region has caused Sistan and Baluchistan to not have a place in Iran's development basket worthy of the province in the development policies of the country. This article seeks to answer this question by providing a correct analysis based on the institutional approach to political and security damage in Sistan and Baluchistan province. The research method is qualitative and analytical-descriptive. The findings showed that Sistan and Baluchi-stan has not enjoyed a favorable situation in terms of political, economic, and social indicators compared to the neighboring provinces, and in the future, it will cause threats, political and security violence in this province. In recent decades, a number of favorable institutional and governance indicators and relatively favorable economic and social achievements have been realized in Sistan and Baluchistan province. However, with a realistic approach, it should be said that in relation to economic and social indicators, Sistan and Baluchistan province has relatively serious distances from the ideal point, so that the people of these regions and the Sunnis have a sense of experiencing economic, social and political discrimination.

The present study focused on the effect of an in-service meta-pragmatics training course on Iranian English as a Foreign Language (EFL) teachers’ pragmatic awareness and classroom pragmatic practices. A mixed methods design was used to achieve the objectives of the study. In the quantitative phase of the study, 300 EFL teachers were selected through convenience sampling and filled out the Pragmatic Awareness Questionnaire. In the qualitative phase, 60 of those teachers participated in a pragmatic training course. They were divided into experimental and control groups and underwent the processes of pretesting, intervention, and post-testing. Furthermore, 30 of these teachers were observed in terms of their teaching inter-language pragmatics both before and after the training course of meta-pragmatics. The results of the multivariate ANOVA (MANOVA) revealed that EFL teacher’s pragmatic awareness was relatively low. In addition, the findings unveiled a statistically significant difference between the EFL teachers’ meta-pragmatic awareness and their practices in terms of the 'language teacher' component. Moreover, the findings showed a statistically significant improvement in the EFL teachers’ pragmatic practices regarding teaching pragmatic features after receiving the instructions. The results of this study have some implications for stakeholders, namely EFL teacher trainers, EFL teachers, and EFL students.