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The "Statement of the Second Step of the Revolution" that Ayatollah Khamenei, as the leader of the Islamic Republic of Iran, published in 2018 is a document that defines the future strategy of the Is-lamic Republic of Iran; And governments in the Islamic Republic must adjust their policies accord-ingly, foreign policy is no exception to this rule. Ebrahim Raisi's government has tried to adjust its "justice-oriented idealist" foreign policy according to the statement of the second step. One of the characteristics of this "statement" is that it can be found references to internal and external oppor-tunities and threats facing the Islamic system, and by analyzing that text, certain things can be iden-tified. By analyzing the "second step statement" based on the SOWT model, it is possible to deter-mine the opportunities, threats, weaknesses, and strengths, and determine the appropriate strategies for the foreign policy of Ebrahim Raisi's government. Based on the SOWT analytical model, four strategies in the SOWT model, namely SO strategy, ST strategy, WO strategy and WT strategy, are the basis of the analysis. As a result, based on the statement of the second step of the Islamic Revo-lution, four strategies can be designed for the government of Ebrahim Raisi in the period after the 40th anniversary of the Islamic Revolution. First, the Islamic Revolution's "advanced" strategy fo-cusing on internal forces and external opportunities. Second: the "defense" strategy of the Islamic Revolution, looking at internal forces and external threats. Third, the "competitive" strategy of the Islamic Revolution focusing on external opportunities and internal weaknesses. And fourth, the "re-sistance" strategy of the Islamic Revolution, looking at internal weaknesses and external threats.

Based on the cognitive perspective of Johnson (1987) regarding Searle's speech act theory, each utterance carries different types of metaphorical forces. These forces are reflected in the container of the utterance, its impact on the listener, the intensity level, and the speech's external effects. Using this cognitive viewpoint to explain Searle's theory, the present study analyzes the report of the Holy Qur'an about the conversation between God and Satan and between Adam and Satan in the first encounter between Satan and Adam. Examining the corpus of 60 verses showed that three schemata of compulsion, removal of restraint, and blockage can be seen in the mentioned speech acts. God blocks Satan's compulsion force in arguing for his superiority over humans and his reasoning is refuted. God's declarative force, which is a compulsion force schema, can be observed in expelling Satan from the place of angels. On the other hand, Satan's speech acts are representative/assertive and commissive, without any real effect. The strong commissive force of Satan to mislead most humans is nullified for the audience of the Qur'an with God's force of removal of restraint. At the end of the battle and on the Day of Resurrection, contrary to all previous cases, Satan's words with humans lack force, which shows that he is in an inferior position.

Purpose: The purpose of the present research was to investigate the effect of eight weeks of progressive resistance exercise and a subsequent detraining period on the indicators of muscle fiber shortening (FS%) and the relative wall thickness (RWT) of the left ventricle in low-mobility women. Method: This semi-experimental study was conducted in a field-laboratory setting. A total of 32 sedentary women, who met the criteria for participation and were able to engage in the exercise protocol, were randomly assigned to two groups: 1) Resistance training group (16 participants), and 2) Control group (16 participants). Anthropometric characteristics, body composition, and structural indices such as left ventricular muscle fiber shortening percentage (FS%) and relative wall thickness (RWT) were measured using an echocardiography device at three intervals: before the start of training, at the end of 8 weeks of training, and after a 4-week detraining period. The training protocol was implemented over 12 weeks, consisting of 8 weeks of training with three sessions per week, followed by 4 weeks of detraining. Data were analyzed using independent t-tests and repeated measures analysis of variance (ANOVA) at a significance level of p < 0.05, using SPSS version 21. Results: The results showed a significant difference in FS% between pre-test and post-test measurements for both the experimental and control groups (p < 0.05). Additionally, a significant decrease in FS% was observed in the training group during the detraining period (p < 0.05). Similarly, a significant change in RWT was found between pre-test and post-test measurements in both groups (p < 0.05), and significant changes in RWT were also observed during the detraining period in the training group (p < 0.05). Conclusion: Based on these findings, it can be concluded that 8 weeks of resistance training led to beneficial changes in the structure and function of the heart in sedentary women. However, the 4-week detraining period resulted in negative effects on these adaptations. Therefore, it is recommended that individuals engage in regular and structured resistance training to maintain these positive adaptations.

The study aimed to examine the mediating role of self-efficacy beliefs in the relationship between coping strategies and language learning anxiety using Structural Equation Modeling (SEM). A total of 783 language learners participated in this research and completed Coping with Language Anxiety Scale, Foreign Language Anxiety Scale, and Self-Efficacy Belief Scale. The data were analyzed using SEM to test the hypothesized mediation model. Results indicated that coping strategies were negatively associated with language learning anxiety. Furthermore, self-efficacy beliefs partially mediated the relationship between coping strategies and language learning anxiety. Specifically, higher levels of self-efficacy were found to enhance the negative effect of coping strategies on language learning anxiety. These findings highlight the importance of promoting coping strategies and self-efficacy in language learning contexts to reduce anxiety. The implication of these findings for language learners, educators, and researchers are discussed, along with suggestions for future research in this area.