مطالب

This study explores the complexities and variations in translating Mohsin Hamid’s novels – Exit West , The Reluctant Fundamentalist , and How to Get Filthy Rich in Rising Asia – from English into Persian within a hybridized space. Using Mollanazar and Parham’s (2009) analytical framework, the research examines the attributes of hybrid texts in translations by Hossein Hassani, Maryam Ahmadi, and Ahmad Al-Ahmad. Through micro- and macro-level analysis, the study addresses key questions: How do translations adhering to Mollanazar and Parham’s model (2009) reflect the first level of hybridity? Are the findings consistent with existing hybrid perspectives in translation studies? The results indicate that contemporary translations, influenced by factors such as censorship and cultural invasion, alter the narrative’s interpretation. This conclusion contributes to translation studies by highlighting the challenges of translating hybrid texts and their broader implications.

This study aimed to examine the relationship between perceived family functioning, distress tolerance, and academic self-discipline, with the mediating role of mental vitality. The research method was correlational using structural equation modeling. The statistical population included all students at Imam Khomeini International University during the 2023-2024 academic year. A total of 260 students were selected as the study sample using cluster random sampling. Research instruments included the Family Functioning Questionnaire (Epstein et al., 1980), Academic Self-discipline Questionnaire (Afrooz, 2007), Distress Tolerance Scale (Simons & Gaher, 2005), and Mental Vitality Scale (Ryan & Frederick, 1997). Data were analyzed using structural equation modeling in AMOS 24 software. The findings indicated that the conceptual model had good fit indices. Examination of direct pathways showed that family functioning and distress tolerance were significantly related to academic self-discipline. Furthermore, analysis of indirect pathways revealed that mental vitality mediates the relationship between academic self-discipline and both family functioning and distress tolerance. The results suggest that students' academic self-discipline can be enhanced by improving their perceptions of family functioning, increasing their distress tolerance, and fostering their mental vitality.

The purpose of this research was to investigate the ethical foundations of supervising teachers in the digital age. This research was developmental-applied in terms of purpose and qualitative-quantitative method. The field of the study was school principals in the field of monitoring virtual education, who were selected by the snowball method and at the limit of theoretical saturation. Also, the statistical population of the quantitative part included 120 principals schools in Sanandaj. They were selected randomly using Morgan's table. For measuring the proportionality of the model, the opinions of 30 educational management professors, educational ethics researchers, and educational science professors were obtained. The tool of the qualitative part was a semi-structured interview, whose validity was confirmed by Guba and Lincoln's (2000) opinion method and reliability by agreement between coders. Based on the findings of the research, principals' supervision of teachers' virtual activities was subject to three main concepts of teachers' individual ethics, teacher's social ethics identifiers and spiritual-Islamic ethics identifiers in the form of 5 main categories and 29 components. According to the results, he presented a framework for supervising teachers in the form of 5 general concepts (individual ethics in the classroom, educational content of teachers, social ethics, monitoring relationships and identifiers of spiritual-Islamic ethics), which according to the experts' opinion, the proposed framework of this research is valid and It has a good fit.

Letter to the Editor