زهرا عباسی

The Qur'an is a divine book of guidance that addresses the factors of human felicity, as well as the roots of challenges, suffering, and hardship. This article traces the origins of human suffering in this world and its continuation into the intermediary and hereafter realms, examining the dichotomy between " Ḍank " and " Kabad " from the perspective of Qur'anic commentaries. The primary research question is: ‘Based on semantic analysis, what is the relationship between inherent and acquired human suffering, and how these concepts can be utilized to present a cognitive model of suffering in human life?’ The research method is analytical, conducted by examining the context of the verses, lexicons, and the views of both early and late exegetes. The findings indicate that " Kabad " denotes inherent and creational suffering that encompasses all human beings from birth to death, regardless of faith or disbelief, and serves as part of the path of spiritual development and growth. In contrast, " Ḍank " represents an acquired suffering resulting from turning away from the remembrance of God and distancing oneself from divine guidance; it has consequences both in worldly life and in the hereafter. The results of this study suggest that understanding the distinction between these two concepts can lead to the proposal of Qur'anic strategies for managing life's sufferings. Ultimately, this differentiation has led to the presentation of a dual strategic outlook for an active and meaning-making confrontation with the phenomenon of suffering in human existence. The innovation of this research, compared to previous studies, lies in offering a semantic, systematic, and educational reading of this Qur'anic dichotomy and the approach to its management

Few studies have explored the relationship between non-cognitive factors in different educational settings and with different age groups. The purpose of this study is to determine whether there is a relationship between Study Habits (SH) and Commitment to Ethical Codes (CEC) and their ability to predict the academic performance of language learners in schools and universities (547 students aged under 18 – above 35 years old). The instruments used are adapted versions of questionnaires which were made into one survey tool with each measure in distinct sections. The results showed a significant relationship between SH and CEC displaying a positive relationship in all age groups (a highest relationship in the age group of 18-22, P< 0.05) and in both male/females with male participants reported having the highest relationship (P< 0.05). The study concludes that CEC needs to be considered and assessed during school years with additional training to language learners to help them learn or modify SH to increase their performance at the time of entry into university.  

The purpose of this article is to contribute to studies on counterfactuals by exploring counterfactual conditions in Persian. Here, counterfactual sentences in Persian have been studied based on typological findings of the same in different languages. In order to study the typology, two main parameters are examined: symmetrical and asymmetrical morphological patterns of counterfactual conditional sentences and the range of TAM (Tense Aspect Mood) values in protasis and apodosis. The main concepts of counterfactual conditionals, including the construction of complex sentences, imagined conditions that have not occurred, false events, and the two above parameters were taken into account. This is a library-based research and the required data was extracted from the Persian Linguistic Database (PLDB). Findings show that the counterfactual conditions in Persian have a complex sentence construction and protasis acts as a subordinate clause and in typological classifications, Persian has counterfactual conditionals for past, present and future and counterfactual conditionals have both symmetrical and asymmetrical patterns. Also in the TAM spectrum, counterfactual conditions have both symmetrical and asymmetric morphological patterns. In these patterns, both protasis and apodosis are used in the past continuous and past perfect tenses. In all three types of counterfactual conditions, the past tense is used, with either perfective or imperfective appearance.