مطالب

Background: In addition to governments, the activities of international organizations such as a large multinational corporation may be detrimental and hazardous to international public order. For example, companies that produce microbial and chemical bombs and organizations that traffic women, children, opiates in addition to buying and selling human organs, or that carry out sexual terrorism and international prostitution. The objective of the present study is on the criminal responsibility of international organizations in the international law system as well as whether international law has ever attempted to identify the criminal responsibility of such persons? Conclusion: At the turn of twentieth century, followed by the expansion of international exchanges and outbreak of ravaging wars, the advancement of science and technology, esp. military equipment technology, emergence of natural disasters or spread of dangerous infectious diseases, and stimulating humanitarian sensations and ... international organizations, including governmental or non-governmental, regional or global ones, with specific political, economic, cultural and social topics or a combination of them, were formed. Presence, activity and influence of these organizations in international relations arena was so epitomized that the international institutions are mentioned as the most important players of international relations after governments. Unfortunately, taking a glance at the international penal system structure, we find out that the international criminal regime drawn out in the 1990s is basically a system established based on the trial of real persons, and not legal entities. The regime of the International Criminal Court has explicitly excluded the trial of legal persons via this path. From this outlook, the situation of international organizations in terms of criminal law develops a gap in international criminal law that entails the action of the said key players in the international arena.

The Persian translation of the emotion regulation strategies inventory (Gross & John, 2003) was validated among Iranian EFL teachers. The predictive power of variables, i.e. educational background, working experience, gender, and age was also appraised. To do so, 250 EFL teachers with at least five-year teaching experience at the universities of two states, Isfahan and Fars, were invited to take part in the study. The non-random convenient sampling technique was then adopted. Filling out the inventory was done after the class time. The results of the principal component analysis (varimax rotation) verified the original two-factor model. The multiple regression analysis done by AMOS software also revealed that demographic variables could significantly affect teachers’ emotion regulation, though their effect in the present sample was small (R2=0.08 and R2=0.02). The results also suggested that the teachers disagreed about the use of expressive suppression in their classes (m=3.28) and were rather undecided as to the use of cognitive reappraisal in their teaching (m=4.49).

Task-based language teaching is defined as learning by doing or self-motivated learning. Instances regarding TBLT capabilities include team work,workshops, and constructivism . The current research is an attempt to scrutinize the upshots of EFL teachers and learners' mind-sets for classroom assignments in the form of writing skills in terms of structure and content. Due to this, 60 Iranian EFL learners were decided on from a language institute in Isfahan, Iran via convenience sampling. An Oxford Placement Test, the Oxford Attitude Questionnaire , and the Assignment Questionnaire were employed to amass data and firm up participants' levels. To categorize the assignments, learners were demanded to write a text on the submitted topics. The assignments were divided into three sets as per learners' opinions: The assignments deemed appropriate by the learners, by teachers and by no one special (control group) .Afterward, the topics separately chosen by the learners and the teachers were imparted to the participants in distinct groups. Besides, the control group was given a distinctive group of topics. Then, the completed assignments were corrected via Liao and Wang scoring scale and the results were evaluated through one-way analysis of variance. The results revealed a significant difference between the performance of learners in the three groups in terms of writing proficiency. This means that the group who received their assignments based on the teachers' attitude, outperformed the other two groups. Research applications are postulated at the end of the article.