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در این مقاله اثر ضد رگ‌ زایی داروی آرتیمیزینین برای مقابله با رشد تومور سرطانی مورد بررسی قرار گرفته است.به این منظور از رویکرد مدلسازی استفاده شده است. ابتدا یکی از مدل‌ های موجود در ادبیات برای انطباق با نتایج تجربی، بهبود داده شده و سپس پارامتر های آن با استفاده از روش بیشترین شیب بر مبنای داده‌ های آزمایشگاهی جمع‌ آوری شده از موش‌ های آزمایشگاهی استخراج شده است. سپس بر مبنای مدل استخراج شده، روش پایداری لیاپانوف برای طراحی برنامه دارو دهی مد نظر قرار گرفته و یک برنامه دارو دهی برای درمان و کنترل رشد تومور سرطانی ارائه گردیده است. با استفاده از شبیه‌ سازی های رایانه ای نشان داده شده است که برنامه دارو دهی ارائه شده مناسب بوده و می‌ تواند منجر به ایجاد بهبود در روند درمان و کنترل رشد تومور سرطانی گردد. در طراحی برنامه دارو دهی مقدار سمیت داروی آرتیمیزینین نیز لحاظ شده است.

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Adopting a theory and data-based research via introducing natural morphology theory, this article, tries to study inflectional system of Persian language on the basis of congruity –system principle which is one of the components of dependent-system theory. The authors have stated unique features of inflectional affixes. Then, on the basis of five properties of this principle (occurrence of categorical systems and categories, occurrence of base form inflection or stem inflection, separate or combined symbolization of categories, number and manner of formal distinctions in the paradigm, occurrence of marker types related to the categorical system involved, and presence or absence of inflectional classes), the congruity of inflectional affixes of the Persian language has been measured. For this purpose these affixes have been analyzed in three macro classes: noun, verb, and adjective. On the basis of this principle adjective affixes are more congruous and uniform, but noun affixes are less natural. 

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The 28 Mordad Coup (1953 Iranian coup) is a turning point in the recent history of Iran. Although many books and articles have been written about this event, this paper aims to study the coupe from a different perspective. Wallerstein’s World System theory is one of the major theories that represent the critical and meta-theoretical approach toward current theories which study social, economic, and political phenomena. This study attempts to apply a new approach to analyze the 28 Mordad Coup according to this theory and specifically attempts to examine whether it is possible to explain Mossadeq’s coup and his dismissal on the basis of this theory. The authors believe that it is possible to clarify the British-American coup to dismiss Mossadeq based on two factors of Wallerstein’s theory: preserving exploitation relation, also known as preserving inequality in global domain, and controlling over raw material.      

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Locus of Control (LOC) is a psychological construct that deals with people's perception of the extent to which they are in control of what happens to them and it has been proved to play a crucial role in one’s success or failure in various aspects of life. Although LOC is by no means a stable construct, the current body of research had a linear one-shot cause-effect perspective towards it. Hence, framed within a Complex Dynamic Systems Theory (CDST), this case study tries to revisit Iranian university students' LOC through the application of Dynamic Ensemble (DE). To this end, five students from Bojnord university who were attending their General English (GE) course participated in this study. The data collection was done through semi-structured interviews, task-motometers, students' journals, and participant classroom observations during seven classroom sessions. The collected data were qualitatively content analyzed by the application of MaxQDA software. Having analyzed the collected data, several macro-systemic, micro-systemic, and contextual factors were identified as being influential on the students' internality or externality of LOC. Considering the fact that many scholars believe internal LOC is the healthier attribute, this study focuses on the factors which can help teachers lead their students to become internalizers.
 
1. Introduction
Locus of Control (LOC) is a psychological construct, which refers to peoples’ beliefs about the control they have over the situations and experiences affecting their lives (Rotter, 1966). Rotter (1966) introduced a model for LOC with two dimensions namely, internal and external LOC. He asserted internalizers ascribe the reasons for their success or failure to some internal factors such as their own attempts, abilities, activities, and behaviors. In contrast, externalizers think that some external factors like fate, powerful others, and chance or luck, that is out of their control, affect their fate and achievements.
LOC is a multidimensional psychological construct and it has a dynamic nature, which means that it changes over different situations (Ghonsooly & Elahi Shirvan, 2011). This dynamicity underscores the nonlinearity of changes, which means there are almost no predictable cause-effect relations in the systems behavior (Larsen-Freeman, 2016; Waninge et al., 2014).  Thus, in order to get a better and deeper understanding of LOC in interaction with its surrounding environment, this study focuses on the contextual and intra/interpersonal factors which can help a student improve their state of internal LOC.
Research question
How can the underlying variables of  students’ LOC in a course of General English be defined in light of Complex Dynamic System Theory (CDST) through the application of Dynamic Ensemble ?
Dynamic ensemble
Hiver and Al-Hoorie (2016) applied the underlying tenets of CDST in a research study to propose the dynamic ensemble, which is a list of complexity considerations that tries to make CDST easily applicable in the field of applied linguistic research.
2. Methodology
The purpose of this study was to delve deep into the procedural, individual and contextual factors; therefore, in order to allow for the intensive concentration and observation in part of the researchers a limit of five Iranian university students who were attending their GE course (two males and three females) was decided. One of the main aims of this study is to provide evidence for the dynamic nature of LOC . Thus, deviant or extreme case sampling strategy (Dornyei, 2007) was employed in order to select our participants from the highest and lowest scoring students on a specific version of the Internal Control Index (Duttweiler, 1984) which was translated into Persian and validated for the Iranian context by Ghonsooly and Elahi (2010).
On the basis of the main purpose and the qualitative nature of this study, different types of data collection  including interviews, observation, journals, and task-motometers were applied by the researchers to ensure the data collection is done thoroughly and every environmental aspects of the participants were taken into account.
 
3. Results
The findings of this study revealed the dynamic and multidimensional nature of LOC which means it changes over and over under the influence of different situations and circumstances and in relation with some other factors. This finding is in accordance with what Larsen-Freeman (2016) asserted in her seminal paper about non-linearity and complexity of students’ behavior in classroom studies. In fact, analyzing the collected data indicated that during the process of language learning, the students experienced fluctuations in their LOC and these fluctuations occur even during a single class under the influence of different intra/interpersonal or environmental factors which is in line with what Waninge et al. (2014) introduced as the dynamic nature of psychological constructs. The dynamic nature of students’ LOC underscores the nonergodicity of human’s behavior (Lowie &Verspoor, 2019). Application of dynamic ensemble revealed the fact that the student’s LOC was under the influence of many factors.
At the micro-structural considerations level, learner’s beliefs and motivations, their positive and negative attitudes, and the students’ learning expectations affected the students’ internality and externality of LOC. It was recognized that the motivational factors and students’ positive attitudes toward the effectiveness of learning English reinforced students’ internal LOC. Learning English seemed to play an important role in helping the students reach their future goals such as traveling abroad or being accepted in higher level of educational degrees. These sorts of motivating factors helped the students try more and be more self-reliant and it helped them believe today’s struggles would positively affect their future.
In addition, the students’ beliefs about the teacher’s responsibility were among the factors which in most cases led them towards being externalizers. The source of this effect was in the teaching expectations that the students had but they received little or no answer to these expectations on the part of their teacher. The students’ increased knowledge was another motivating factor which helped the students to rely on themselves and consequently become internalizers. This finding is in accordance with what Peek (2016) highlights about the positive effects of students’ knowledge and learning skills on their internal LOC.
At the micro-structural considerations level, cognitive, linguistic, and affective factors influenced the students’ LOC differently. It was indicated that the students with rich background knowledge were more internalizers. However, in some occasions the knowledgeable students preferred to be silent to immune themselves from their classmates’ laughter and judgements.  Furthermore, topical interest in some of the tasks was another reason for making the students internalizer. Also, speaking in front of the others, being laughed at, and negative judgment by teachers as well as classmates were among the affective factors making students’ more externalizers.
 We also found that curriculum design and course assessment were sometimes planned in a way that hurt students’ full concentration on the process of learning (e.g., being tired due to  participation in hard practical classes just before attending their English language classes) and led them towards being externalizers.
 
 

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This paper discusses the prominent position of Arnold's cultural adaptation of the compelling story of Rustam & Sohrab in Shahnameh in the Victorian literary poly-system in England.  According to the poly-system theory as proposed by Even-Zohar, the translated literature can typically have primary /central and/or peripheral/marginal positions in the target culture, depending on whether the target culture is young, weak, or in crisis.  Meantime, the faithful translation of Shahnameh seems to occupy the peripheral position in English translation, but Arnold’s adaptation has typically exceeded  the adaptive effect and obtained the proper position in the literary poly-system of the Victorian.  This paper aims to peruse how Arnold's cultural adaptation of Shahnameh’s passionate story has marked a primary position in the English literary poly- system of the Victorian era. To this aim, Firstly, Arnold's position as an interpreter/adaptor is sketched out. Then, having compared Arnold’s adaptation with the primary sources to which Arnold has typically had access to become familiar with the Persian native story, mention is reasonably made of the marked differences between the two Persian and English literary poetics under the umbrella of poly-system theory as proposed by Even-Zohar. Due to the innovative way (s) Arnold has uniquely adapted, recreated, and re-written the native story with specific regard to the peculiar features of the literary tradition of the Western poetics, it seems that the local story of Shahnameh has  found the prime position in the Western literary poetics of the Victorian.