Iranian CA-MRSA strains are genetically diverse with an elevated prevalence of t790/ST22 SCCmec IV isolates. These findings support the need for more effective infection control measures to reduce nasal carriage and prevent dissemination of CA-MRSA in Iran.

The construct of anxiety plays a major role in one's life. One of these anxieties is test anxiety or apprehension over academic evaluation. The present study was designed to investigate the relationship between gender, academic achievement, years of study and levels of test anxiety. This investigation is a descriptive analytic study and was done on 110 undergraduate students from University of Isfahan. The Suinn's Test Anxiety Questionnaire with 48 questions was used to gather the data. For analysis of data correlation coefficient and chi square test were used. The findings revealed that female students have a higher level of test anxiety in contrast to male students. The average of test anxiety score among female students was higher. Also a statistically significant negative correlation was observed between test anxiety and academic achievement. There was no meaningful relationship between test anxiety and years of study.

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The study reported in this paper aimed at examining the role of creativity in L2 learners' individual and collaborative written narrative task performance, with the sociocultural theory of mind as a frame of reference. To this end, a sample of 92 intermediate university EFL learners in Isfahan, Iran, participated in this study. The participants were homogenized and divided into two groups: one group performing individually and the other group performing collaboratively. The study involved the measurement of the learners' creativity using the Abbreviated Torrance Test for Adults (ATTA) in terms of features of fluency, elaboration, flexibility and originality as well as the elicitation of learners' individual and collaborative written narrative task performance in terms of three measures of task performance, i.e. Complexity, Accuracy, and Fluency (CAF). The results showed (a) significant advantages regarding the CAF of collaborative writings in comparison with that of individual writers in terms of accuracy; (b) significant correlations between creative fluency and learners' fluent performance in individual, but not paired, task performance; and (c) negative relationships between creative originality and learners' fluent performance in both individual and paired task performance. The implications of the study are discussed.