The quick development of the tourism and hospitality industry can straightly influence the English language which is the most widely used and spoken language in international tourism in the twenty-first century. English for tourism has a major role in the delivery of quality service. Employees who work in the tourism and hospitality industry are entirely and highly aware of its importance and they need to have a good command of English in their workplace. English for tourism and hospitality has been categorized under English for the specific purpose (ESP). It is an important and dynamic area of specialization within the field of English language teaching and learning. The necessity of teaching English for professional purposes and specifically in the area of tourism is irrefutable. Language proficiency is very important and essential in all professional fields specifically in the tourism and hospitality industry due to its specific nature and concepts. Thus, it is required that the educators understand the practical applications of this approach. This paper aims to provide an overview of the purpose of teaching ESP (English for Specific Purposes) and ETP (English for Tourism Purposes) to the learners and users. In addition, characteristic features of ESP and ETP concerning course development, curriculum planning, learning style, material development, English efficiency, types of activities and evaluation are outlined. Determining the ESP concepts and elements provides specific English instruction that could help the learners be well-prepared for meeting their workplace requirements.

Breast cancer is one of the most common diseases of women, which can increase the survival of patients with its early diagnosis. Despite the existence of relatively sensitive methods of early detection of breast cancer, such as mammography, statistics show that a small number of women perform mammography according to the recommended clinical guidelines. Using the health belief model, this study aims to determine the factors affecting mammography among women teachers in Hamedan. Methods: This study was conducted on 458 female teachers aged 40 years and older of Hamadan city, in western part of Iran, during October to December of 2019. The participants were asked about the factors affecting mammography based on the health belief model. Questionnaires were completed by selfreported method and analyzed by SPSS software at 95% confidence interval. Results: The average age of the study participants was 46±4.1 years. Among the participants, about 41.5% had performed mammography at least once. In univariate analysis, the constructs of the health belief model generally predicts performing mammography between 35 and 49 percent. In multivariate analysis, age 46 to 50 years, having supplementary insurance, history of breast disease, perceived barriers with odds ratio of 3.4, 3.4, 10.6 and .89, respectively, were significantly related to mammography. Conclusions: Female teachers over 45 years of age with a history of breast disease, if they do not have financial or other barriers to do mammography, perform breast cancer screening.

Mother tongue rhetoric transfer is unavoidable in ESL writings, especially for Iranian ESL learners, since Persian and English language is quite different. The paper discusses the negative transfer of mother tongue rhetoric in Iranian undergraduate ESL learners’ writings from the perspectives of choosing rhetorical structure in English and Persian writing. In this regard, 50 intermediate undergraduate Iranian students who are a bachelor in engineering fields at two private higher education institutions located in Malaysia, are selected as participants to give their opinion about which style they prefer to use for both English and Persian writing. Statistical analysis of the participants' performance indicates that Iranian undergraduate students use the same rhetorical pattern for their both Persian and English writing and there is no consideration regarding the knowledge of L1 and L2 differences. The results also state that above 70% of the participants prefer to give a general comment about the topic and encourage readers at the end of the writing in their English and Persian essays.

Education should play an important role in sustainable development. However, we were also faced with the enculturation in the education systems that contribute to the literacy of the environmental issue and challenges in maintaining sustainable development. In this review, we aimed to synthesize the recent research findings on how enculturation was developed among students through social and cultural factors and the role of education for sustainable development. In synthesizing the enculturation in the education system, we found several contributing social and cultural factors such as family cultural background and parental values, school systems, teachers’ beliefs, and the attitudes and appraisal of students used in the different school environments. Co-existing differences were also found when examining the environmental issue literacy among students from different cultures in the studies along with energy literacy and ocean literacy from cross-cultural studies perspectives. Drawing on these findings, we further add on how education for sustainable development in different cultures was integrated and emphasized in their existing school curricula to help other cultures to learn more about how education for sustainable development was developed across cultural contexts.

Introduction: Suicide affects the lives of many individuals all over the world and is a severe public health concern. Among all the ages, youth suicide is one of the severe topics to be concerned about due to the years of their life lost. As a result, we require a thorough understanding of the risk factors contributing to young suicide cases. This systematic review uses thematic analysis to identify common themes and topics in recent literature on suicide and youth: biological, psychological, social, and environmental risk factors. Objective: This study aims to identify and distill the common themes in recent literature on suicide and youth. Methods: Literature was sourced from four databases and edited down based on abstract and content analysis. Findings: 71 articles were chosen and were reviewed to identify the main topics of discussion. Conclusion: Each factor brought different intentions on how they can contribute the youth to committing suicide or having suicide ideation. We also included evidence of the prevalence of the risk factors for youth suicides. Some suicide prevention has been included at the end of the article. Recommendation: These results serve as a source of reference for future research.