درخت حوزه‌های تخصصی

Background: Failures of communication usually occur during natural disasters, therefore signaling the importance of flexible networks. Unmanned Aerial Vehicles (UAVs) are anticipated to solve this problem by acting as on-the-move networks in the disaster-stricken regions. However, barriers that include challenges in UAV control coordination, resources allocation as well as security of the data being drawn are still pushing the technology backward. Objective: The article seeks to design and analyze enhanced heuristics for employing UAVs in disaster communications to enhance performance, availability, and security. Methods: Both primary, semi-structured interview and survey and post-disaster reports as well as secondary, computational analysis based on MATLAB and NS - 3 simulations were used as the data collection technique. Five algorithms: Multi-UAV Coordination, Dynamic Resource Allocation with Security, Hybrid Communication Framework, AI-Driven Path Optimization, Privacy-Preserving Data Sharing were implemented and incorporated. Theoretical models built on the basis of multi- objective optimization and the theory of games confirmed work ability to scale. Results: The introduced algorithms increased coverage by 75%, decreased latency by 27 percent, and also introduced 30 percent energy efficiency. Average privacy compliance levels floated above 90%, and an advanced resource allocation model achieved equal distribution. All these enhancements were affirmed in urban, rural and mountainous regions further proving versatility and stability. Conclusion: The article proposes a framework for UAV-enabled disaster communication system that can incorporate advanced algorithm and theoretical models to overcome the coordination challenge while ensuring the efficiency and security of the system. The presented results can be considered to be the reliable base for the UAVs usage in disaster situations.

English serves as a global bridge language, prompting continuous reforms in programs aimed at achieving proficiency. Among the most sought-after skills are listening and speaking, as people spend significant time engaged in these activities. Despite the correlation between listening and speaking, these skills are taught through distinct courses at the university in Burundi. Moreover, integrating these important language skills through teaching novels is not done there; novels are mostly exploited for their thematic and literary messages. Consequently, students often struggle with listening and speaking. This study aimed at measuring the proficiency level in listening and speaking among university students in Burundi as a result of their past exposure to novels. Besides, it experimented with the Integrative Approach to check if using it in novel teaching can reverse the situation at IPA and ENS in Burundi. Fifty-two students from Burundi Higher Institute of Education and 108 from the Institute of Applied Pedagogy, second year (2022-2023), were used. The sample size was fixed using Krejcie and Morgan’s formula[1]. Selecting students was done randomly. Both the group passed a pretest, then a posttest after a lecture on the novel, Weep Not, Refugee (2014), which also used the Integrative Approach. After marking the tests' sheets, the researcher analysed and compared scores using the SPSS 21. The pretest revealed poor performance across both groups, highlighting the inefficacy of existing methods in enhancing listening and speaking skills through novel. However, posttest scores showed excellent improvement in the experimental group while the control group continued performing poorly which answers the research question, “To what extent does the Integrative Approach improve university EFL students' scores in listening and speaking if it is used in novel teaching?” Therefore, adopting this study’s findings will enhance teaching novels at university in Burundi and sustain proficiency in listening and speaking for a lifelong experience. Keywords: English proficiency, foreign language, integrative method, listening skills, speaking skills [1] n=χ2Np(1-p)e2 N-1+χ2p(1-p) (Singh and Masuku, 2014;Bukhari, 2021)