In 2016, Jihad Daneshgahi Publishing Organization published a book entitled «University Socialization: Skills and Strategies for Improving the Quality of Life and Academic Success». This book has been written about some aspects of the quality of the university situation. In the present article, the author compares the content of the book with another book «Your Guide to College Success: Strategies to Achieving Your Goals» by Santrock and Holonen, and reviews the book.

Background: Laparoscopic live donor nephrectomy (LLDN) has become the standard of care and is popular among most of the transplant centers across the globe. Despite proven advantages of LLDN, some transplantation centers hesitate to start the program because of issues concerning donor safety and allograft function. Objective: To discusses the main barriers for creating a successful LLDN program, strategies that allowed us to start a successful LLDN program along with the study results. Methods: The donors undergoing LLDN from December 2016 to February 2018 were enrolled in the study and prospectively evaluated. LLDN were performed by two senior surgeons alternately with assistance by the laparoscopic urologist in all cases. Also, in the present study, two technical alterations were done in the standard surgical technique of transperitoneal LDN. The first important modification made was the use of two additional ports for use by laparoscopic urologists. The second modification involved dissection on both poles of the kidney before hilar dissection. Results: A total of 112 transperitoneal LLDN were performed during the study period. The mean (range) of operation time was 117. 5 (81– 158) min; the ischemia time was 194 (171– 553) sec. Only one patient needed conversion to open surgery. No other major peri-operative or posto-perative complications occurred. All kidney grafts were functioning well. Conclusion: With proper planning, team approach, and few technical modifications, introduction of LLDN is safe and effective.

There are numerous factors that influence language learning success. However, one of the most significant factors is the learner's motivation to acquire the language for use in real-world situations. Research and practice indicate that learners with high motivation can succeed regardless of the circumstances. This study aims to identify effective strategies for promoting inclusion and motivation in English as a Foreign Language (EFL) learning. It will explore resources and tools that can support these strategies, investigate their impact on learners' participation and engagement levels, evaluate their effectiveness in achieving language learning goals, and provide recommendations for EFL educators. Concerning data collection required for investigating problems associated with the present study, the researchers used a qualitative data collection technique that involves gathering and processing numerical data to conduct statistical analysis. This research made use of the questionnaire as a method for collecting data and then ran those responses through SPSS for analysis. After collecting and analyzing the data, the study showed several significant findings, among which are the significance of inclusion and motivation in EFL classrooms, adopting effective strategies for promoting inclusion and motivation in EFL learning facilitates the learning process, and obtaining positive learners’ classroom engagement through inclusion and motivation. This study attempts to receive EFL instructors’ feedback regarding the utilization of inclusion and motivation as tools to enhance teaching and learning processes.