The present study made an effort to examine the correlation between Iranian male and female language teachers’ reflection and their instructional practices in the school settings. To this end, first, the researcher used convenience sampling in order to select 110 EFL teachers including 50 male and 60 female teachers in different public high schools in Baneh (Iran) and Saqqez (Iran) as the participants of the study. Second, , the researcher obtained the participants’ informed written consent and provided them with the Teacher Reflection Questionnaire (Akbrai, et al., 2010) and Instructional Practices Questionnaire (Hong, et al., 2006) of the present study. Third, the EFL teachers completed the teacher reflection questionnaire and the instructional practices questionnaire in 15 minutes. The researcher collected the data in a two-week period of time. Finally, the researcher used Pearson-Product Moment Correlation test to analyze the obtained data. SPSS 20 was utilized to perform the data analysis of the study. Based on the results of the study, there were significant positive correlations between the male and female teachers’ reflection and their instructional practices in the context of the classroom. It was argued that there were significant positive correlations between these teachers’ reflection and their pertinent instructional practices due mainly to the fact that these teachers’ reflection empowered them to assess the effectiveness of their instructional strategies and to redress them in order to ameliorate their efficacy in the context of the classroom.

Aims: Blood transfusion is considered one of the most efficacious medical interventions for saving lives. This study aimed to evaluate the effect of an instructional program on nurses' practices toward blood transfusion procedures. Materials & Methods: A quasi-experimental randomized was conducted from May 30, 2022, to October 13, 2023, in nurses working in two leading teaching hospitals (Imam Al-Sadiq and Al-Hilla) in Babylon governorate. the questionnaire that was based on previous research, modified by adding or removing some paragraphs, was used by the researcher to evaluate the level of practice possessed by nurses. The final draft of the tool is composed of two parts; nurses' socio-demographic data and nurses' practice about blood transfusion. The practice checklist of respondents to each question was scored from 1 to 3. Findings: The practice of the intervention group (1.83±0.17) was significantly higher than the control group (1.40±0.15) in the post-tests (t=25.05; df=49; p<0.001). There were no significant relationships between nurses' practices and age, educational level, working ward, gender, nursing experience, and recent working ward experience in the intervention group.  Conclusion: The planned counseling program on nurses' practices toward blood transfusion is effective and changes the level of practice of nurses.

Corrective feedback (CF) has shown to be an effective way of developing learners' pragmatic awareness and subsequently pragmatic competence. However, one of the influential factors in the effectiveness of CF is teacher perceptions. On the other hand, teachers' perceptions are not always reflected in their teaching practices. Therefore, this study attempted to investigate the English as a Foreign Language (EFL) teachers' perceptions of pragmatic corrective feedback and to compare their perception with their practice of pragmatic corrective feedback. To achieve this goal, a 44-item questionnaire was developed, piloted, and administered to 300 teachers and analyzed quantitatively in terms of the five components of the questionnaire which dealt with the teachers' perceptions of pragmatic corrective feedback. Furthermore, class recordings of 40 of these teachers were analyzed in terms of their ways of treating pragmatic errors. The findings revealed that the teachers had positive attitudes especially toward the significance of pragmatic corrective feedback, teachers' knowledge and agency about pragmatic corrective feedback and provider of CF, and the way pragmatic corrective feedback should be provided. The results, however, indicated that the teachers' instructional practice of pragmatic corrective feedback was not congruent with their perceptions toward it. The results of the study show the dissonance between teachers' perceptions and instructional practices and the need for teacher education courses for the enhancement of teachers' pragmatics instruction.

In the Iranian academic setting, the current investigation aimed to identify the assessment literacy (AL) components that experienced and novice English for Specific Purposes (ESP) teachers with and without TEFL (teaching English as a foreign language) backgrounds comprehended. We designed an explanatory sequential mixed-methods study, and selected 100 PhD male and female ESP educators from various branches of Islamic Azad University via criterion sampling in order to complete the teacher assessment literacy scale (TALS). The standard deviation as well as mean of the TALS were computed. The mean scores of the TEFL/non-TEFL and novice/experienced teachers on the seven TALS components were then independently compared using two multivariate analyses of variances (MANOVA). After administering the scale to 100 ESP teachers and analyzing the results, 20 of the instructors were chosen via convenience sampling for observation during the study's qualitative phase. Afterwards, the qualitative information was collected through the use of the observation notes. Employing axial/open coding and content analysis of themes, all of the notes were classified and examined. The results showed that in terms of knowledge of assessment literacy components, instructors with TEFL backgrounds understand much better than teachers without TEFL backgrounds. Similarly, the means of all TALS components were greater for inexperienced teachers than for experienced ones. Furthermore, the results of the qualitative phase demonstrated that the novice TEFL teachers performed AL components more effectively than their non-TEFL counterparts as well as the experienced TEFL/non-TEFL instructors.

Dear Editor, Since the world came into existence, humanity has striven relentlessly to be happy.The prevalence of coronary artery disease (CAD) is rising rather steeply in India. According to WHO projections, there will be 100% rise in mortality from CAD in India by the year 2015 if drastic step for lifestyle optimization are not undertaken.Patients with CAD should firstly understand that, to maintain a healthy body, they have to make certain meaningful lifestyle adaptations.