محمد محمدی

Purpose: In many countries, type 2 diabetes has emerged as a chronic non-communicable disease. Type 2 diabetes is usually associated with increased cardiovascular risk factors. The role of physical activity has been proven as a useful intervention in the prevention, management and treatment of type 2 diabetes. The aim of the present study was to study the effect of 12 weeks of combined training (resistance + aerobic) on serum levels of some cardiovascular risk factors in patients with type 2 diabetes. Method: In this study, 22 individuals with type 2 diabetes, aged 30 to 60 years, participated. The subjects were randomly assigned to one of two combined training and control groups, 11 in number. The training program assigned to each group was carried out for 12 weeks and three sessions per week. To investigate the dependent variables, blood samples were taken from all subjects one day before and 48 hours after the last training session. Data analysis was performed using paired t-tests and independent t-tests (P<0.50). Results: After 12 weeks of participation in sports activities, the mean total cholesterol (p=0.001), low-density lipoprotein (p=0.001), triglyceride (p=0.011), and body mass index (p=0.01) in the combined training group (resistance + aerobic) significantly decreased, and high-density lipoprotein levels (p=0.036) in this group significantly increased after training interventions. Conclusion: According to the results of the present study, it seems that combined training improves the body's lipid profile by significantly reducing the levels of total cholesterol, low-density lipoprotein, triglyceride, and body mass index. Therefore, combined exercises are recommended as an effective intervention in reducing cardiovascular risk factors in type two diabetic patients.

The researchers in the current study were pinpointing the factors contributing to teacher motivation. Among the myriad of variables which were deemed liable to influence teacher motivation, the researchers opted for teacher motivation, namely teacher burnout, self-efficacy, emotional intelligence, and teaching style as the main predictive variables for teacher motivation. To conduct the study, a total of 200 English language teachers were asked to fill the study questionnaires. The target group encompassed teachers from both public school and language school contexts. The teachers were from both genders and came from a variety of age groups, years of experience, and language backgrounds. The participants were recruited from 10 cities across West Azarbaijan. To facilitate the data collection process, the questionnaires were sent to participants via Google forms link. The obtained data were analyzed through SEM (Structural Equation Modeling) to find the exact interrelationships between the four variables considered as predictors and teacher motivation. The findings pointed toward the existence of significant paths from burnout, self-efficacy, emotional intelligence (EI), and teaching styles toward teaching motivation. Additionally, EI, self-efficacy, and teaching styles were depicted to be significant predictors for burnout. The path from EI to self-efficacy was also significant. Furthermore, teaching style was significantly predicted by EI and self-efficacy. Finally, the findings obtained via interview analysis demonstrated that teacher motivation can be influenced by a variety of factors including low income and lack of environmental/social support, which can, in turn, lead to increased levels of burnout and hence diminish teaching efficacy and hence motivation. The implications of the findings are discussed throughout the paper.