مطالب

Since comics comprise images and texts, the relations between them should be a major concern of comics studies. However, few studies have focused on the intersemiotic interaction between images and texts in the meaning construction of Chinese classic comics. This study applies Martinec and Salway’s system to Tsai Chih-Chung's English comic version of The Analects of Confucius (The Analects), attempting to explore the image-text relations in Chinese classic comics. It is found that the image-text relations in Tsai Chih-Chung's English comic version of The Analects can be summarized as unequal-status and logico-semantics combined. Quantitative analysis shows that the images are always subordinate to the texts, and in terms of logico-semantic relations, all of subsystems but “image more general” are included. Besides, the distribution of the logico-semantic relations of image and text indicates that two different subsystems, namely expansion and projection, integrate and work together to create meanings in this version. Qualitative analysis shows that the tactful deployment of the combinations of image-text relation in The Analects makes it visually-verbally coherent. The intersemiotic interaction between images and texts also contributes a lot to the discourse meaning construction of Tsai Chih-Chung's English comic version. However, in The Analects, the image-text relation relies too much on the extension of the image by the text as well as the projection of locution. This study provides a case reference for the analysis of Chinese classic comic as multimodal discourse, and also contributes to promoting the overseas dissemination of traditional Chinese culture.

Objectives: This study investigates the determinants of corporate sustainability among firms listed on the Tehran Stock Exchange (TSE), focusing on firm-specific, market-specific, and institutional factors shaping environmental, social, and governance (ESG) performance. Methodology/Design/Approach: Data from 150 firms over the period 2013–2022 were analyzed using a fixed effects panel data regression model. Subgroup analyses were also conducted to explore variations across industries, firm sizes, and firm ages. Findings: The results highlight innovation capacity (β=0.030, p<0.01) as the most significant driver of ESG performance, underscoring the critical role of research and development in advancing sustainability practices. Institutional ownership and political stability also exhibit strong positive effects, reflecting the importance of governance structures and stable institutional environments in shaping corporate behavior. Firm size and regulatory quality further emerge as significant determinants, with heterogeneity observed across subgroups: innovation capacity is particularly impactful in resource-intensive industries and younger firms, while institutional ownership and regulatory quality play stronger roles in service-oriented sectors and larger firms. Innovation: This research contributes to the sustainability literature by providing evidence on how firm-level capabilities, governance mechanisms, and institutional conditions jointly influence ESG outcomes. The findings offer actionable insights for policymakers—such as enhancing regulatory quality, fostering political stability, and incentivizing innovation—and for managers seeking to strengthen R&D investment and governance practices to improve ESG performance and competitive positioning.

This study delved into the interplay between Iranian EFL teachers' emotional intelligence and their classroom management styles. The study employed the Emotional Quotient Inventory (EQ-i) and the Competency and Behavior Management Survey (CBMS) to assess emotional intelligence and management styles of 110 EFL instructors from The Iran Language Institute. The findings revealed a statistically significant positive association between teachers' emotional intelligence and their preference for proactive classroom management strategies. Conversely, a significant negative correlation emerged between teachers' emotional intelligence and their inclination towards reactive management styles. Furthermore, the study identified a positive association between teachers' experience and both their emotional intelligence and their preference for proactive management. Additionally, teachers with master's degrees exhibited higher emotional intelligence levels, a stronger affinity for proactive strategies, and a weaker tendency for reactive approaches. These results hold significant implications for educators and teacher training programs. The study suggests a link between teachers' emotional intelligence and their successful implementation of classroom management strategies. This underscores the potential value of incorporating emotional intelligence development into teacher training programs, potentially enhancing future educators' ability to effectively manage their classrooms.

The present study aimed to predict life expectancy based on spiritual health and self-efficacy in students covered by welfare and regular students. This research was applied in terms of purpose and descriptive-correlational in terms of methodology. The statistical population included all female second-year vocational high school students in the academic year 2021-2022 in Torbat-e Jam, totaling 158 individuals. Among them, 79 welfare-covered students were selected using purposive sampling, and 79 regular students were chosen through convenient random sampling. The research tools included the Hope Questionnaire (Miller & Powers, 1998), the Self-Efficacy Questionnaire (Sherer & Adams, 1983), and the Spiritual Health Questionnaire (Paloutzian & Ellison, 1982). The validity of the questionnaires was content-based, and their reliability was assessed using Cronbach's alpha coefficient, yielding values of 0.90 for the Hope Questionnaire, 0.86 for Self-Efficacy, and 0.92 for Spiritual Health. The results indicated a positive and significant relationship between spiritual health and life expectancy in both welfare-covered and regular students. Additionally, the life expectancy of regular students was higher than that of welfare-covered students. There was also a positive and significant relationship between self-efficacy and life expectancy in students overall. However, while there was a significant positive relationship between self-efficacy and life expectancy in regular students, no significant relationship was found between self-efficacy and life expectancy in welfare-covered students. Among spiritual health and self-efficacy, spiritual health was a better predictor of life expectancy in welfare-covered students. Conversely, in regular students, self-efficacy played a more significant predictive role for life expectancy than spiritual health.