Given the complex and multi-faceted nature of teaching and learning English in general and in English as a Foreign Language (EFL) contexts in particular and the ever-increasing integration of technology into second language curricula, it is incumbent upon EFL teachers to reflect on their teaching processes to incorporate new technological software and applications into their classrooms. In addition, a dearth of empirical and conceptual studies can be found in the literature on knowledge sharing and its relationship with teachers’ professional development and self-efficacy. Accordingly, the study investigated a structural model of EFL teachers’ knowledge sharing, professional development, and self-efficacy. About 83 EFL teachers in ten language schools were selected based on convenience sampling as the study's participants. Three questionnaires were used to collect the quantitative data, which were analyzed through descriptive statistics, Pearson's correlation coefficient test, multiple regression, and path analysis. The findings revealed a significant relationship between EFL teachers’ knowledge sharing on Google Meet and their professional development. A significant relationship was found between EFL teachers’ professional development and their self-efficacy. It was also confirmed that EFL teachers’ professional development mediates the relationship between knowledge sharing and their self-efficacy. The effectiveness of training teachers to use online technology is discussed.

Background and aim: Citation is the most important scientific elements and assessment index among researchers, universities and research centers. The aim of this study was to compare the citations of researchers in the field of engineering in Scopus, Google Scholar and Google Books.Material and methods: This study investigated the relationship between citations using citation analysis and data were extracted from Scopus from 2008 to 2012. Totally, 100 subjects were randomly selected using Webometric Analyst, and the numbers of citations were transferred to SPSS and analyzed.Findings: Results showed that the median of citations to articles was 4, 6 and 1 in Scopus, Google Scholar and Google Books. Although there was no difference between the mean of Google Scholar and Scopus, it was found that the citations had high distribution based on variance values. Most of the citations to articles in Google Scholar, Scopus and Google Books were 1061, 652 and 72, respectively.Conclusion: There was a direct and significant relationship between the citations of Scopus and Google Scholar; therefore, the use of all three bases regardless of overlapping articles showed the better results in evaluation of scientific outputs. Moreover, even, assessing the scientific outputs can be performed through Google Scholar in case of lack of access to Scopus.

Leadership Studies is a new interdisciplinary field of Organization Studies that is growing at a steady rate all over the world. Leadership studies are seen as a branch of Management and Organization Sciences despite its philosophical roots that can be traced back to Plato’s philosophical writings such as Laws, Politics, or The Republic. Starting from Burns’ seminal book, Leadership (1978), and subsequent discussions with American business ethics pioneer Joanne Ciulla, a fundamental methodological question emerged: whether Leadership studies are a normative or a descriptive field of study.

In this paper, the definition of meet-continuity on L-directed complete posets (for short, L-dcpos) is introduced. As a generalization of meet-continuity on crisp dcpos, meet-continuity on L-dcpos, based on the generalized Scott topology, is characterized. In particular, it is shown that every continuous L-dcpo is meet-continuous and L-continuous retracts of meet-continuous L-dcpos are also meet-continuous. Then, some topological properties of meet-continuity on L-dcpos are discussed. It is shown that meet-continuity on L-dcpos is a topological invariant with respect to the generalized Scott topology, and meet-continuity on L-dcpos is hereditary with respect to generalized Scott closed subsets.

Let L be a lattice with 1. The meet-nonessential graph MG(L) of L is a graph whose vertices are all nonessential filters of L and two distinct filters F and G are adjacent if and only if F ∧ G is a nonessential filter of L. The basic properties and possible structures of the graph MG(L) are investigated. The clique number, domination number and independence number of MG(L) and their relations to algebraic properties of L are explored.

In this Paper, word stress in Persian is investigated within the constraint-based framework of Optimality Theory (Price & Smo1ensky, 1993). Earlier studies show that the default stress pattern assigns stress to the rightmost syllable of a word (ke. 'tAb, ge.' reft); however, in the presence of certain affixes, the stress pattern changes (ke. 'tab-am,' na-gereft, na-raft-' an), implying that stress assignment is not a purely phonological phenomenon (Samei, 1991; Ferguson, 1957). I propose that stressable affixes belong to special morphological classes (aspectual, derivational, etc.), that have a corresponding constraint in the grammar which outranks the conflicting phonological constraints, implying that phonology is not blind to morphology. This study is important to cognitive science because it explores the constraint conflicts between different interfaces of the grammar and the interaction between modules.