درخت حوزه‌های تخصصی

Acknowledging the critical role of working memory in language acquisition, this study examines the effects of multimodal input enhancement on working memory capacity (WMC) and collocation learning in adolescent and adult EFL learners. A cohort of 117 participants was randomly assigned to either experimental groups, receiving enhanced textual and auditory inputs, or control groups, experiencing standard inputs. Assessments included the Preliminary English Test, n-back test, and immediate and delayed collocation posttests. The results indicated that multimodal input significantly improved WMC and the recall and retention of collocations for all learners. Adolescents, in particular, excelled in both immediate and delayed tests and adapted their WMC more effectively in a multimodal context than adults. Additionally, an interaction between age and WMC was noted, affecting collocation recall and retention. These findings affirm the benefits of multimodal materials in enhancing cognitive functions and memory resources, thus improving language learning. The study offers practical insights for educational practices, advocating for the use of varied modalities in teaching materials to cater to different learning styles and cognitive needs. It also highlights the significance of designing age-appropriate materials and managing cognitive load in curriculum development, providing a tailored approach to language education for diverse learner populations.

Human rights, particularly in the form of international human rights law, intersect with religion and peace at foundational levels, as symbolically highlighted by the 1948 Universal Declaration of Human Rights (UDHR). The Preamble to the Declaration proclaims in its very first line that respect for human dignity is the foundation of peace, and proceeds to declare that freedom of belief, alongside freedom of speech and freedom from fear, are the highest aspirations of humankind. One could similarly highlight the special relationship between the project of human rights, peace and religion, particularly religious tolerance, in the texts of the universal, as well as regional, human rights instruments adopted since 1948, as well as the text of the Charter of the United Nations of 1945. The relationship between contemporary human rights, on the one hand, and religion and peace on the other, is arguably determined by the structure of international human rights law as a political discourse, which describes the relationship between individuals, society and the State. The visible influence of social contract theory on the wording of the Universal Declaration reminds us that from its inception, the project of human rights is intimately linked to religious diversity (because of the birth of modern sovereignty in European wars of religion and evangelical imperialism) and peace (because of the connection that the Declaration draws between the stability of States and respect for the human dignity of citizens). Against this known conceptual and historical backdrop, this paper starts with the displacement, at the global level, of human rights by the ambiguous discourse of "human security," since the early 1990s. A general idea is that "human security", which has rapidly evolved to become an organizing principle of policy-making for governments as well as non-governmental and inter-governmental organizations, constitutes an alternative, sometimes deliberately advocated as such, to the discourse of human rights. Although received, and arguably uninformed, commonsense considers human rights as a threat to State sovereignty, the confrontation of human rights with "human security" reveals, first, how human rights is bound to sovereignty and, second, how "human security" refers to political parameters that are foreign to those of the UDHR. In that sense, this paper discusses how the structurally very deep relationship between peace, religion, and the project of equality in diversity promoted within international law by the UDHR is sidelined by the general project of "global governance," to which "human security" has contributed a legitimate basis for disregarding the sovereignty on which human rights depend. Methodologically, the paper seeks to bring together a structured and coherent conceptual backdrop to the resistance offered more recently by a group of States to the continuous use of "human security" within the United Nations and beyond. This is done through the use of the technical notion of "political theology," which systematizes the foundational place of religion in political discourse by describing political-theoretical language (such as that of the Universal Declaration) as secularized versions of religious worldviews. This allows for a constructive confrontation of human rights and "human security" as parallel political projects, in a way that describes the project of "human security," connected as it is with other strategic concepts of global governance (like the "responsibility to protect"), as a threat to the original architecture of international human rights law. This threat is shown to derive from "human security's" potential hostility to both human rights' international law component (sovereignty) as well as its human rights component (equality in diversity), particularly by associating humanitarian concerns with the passing security concerns of dominant States. 

This paper is a part of a larger study that examines the development of students' English writing skills during the transition from school education to higher education in Syria, where English is a foreign language. The main objective of this paper is exploring teaching practices affect students transition from one level to the next via obtaining students' perceptions about writing, challenges they encounter while writing, and the strategies they use to overcome them. Two separate questionnaires were given to 206 school students from 7 different high schools across Latakia City and 206 first-year students at the Department of English Literature and Language, Tishreen University in Latakia. The main findings indicated that students of both levels were mostly concerned with grammar rather ideas and content, and with the product rather than the process of writing. Moreover, students lacked confidence in their writing ability and mostly depended on ready-made samples and teachers as the main sources of information. The study recommends changing the product-oriented approach to writing instruction currently adopted by school teachers, conducting effective teacher-training programs that include training them to develop students' writing by involving them in the writing process and teaching them how to use writing strategies effectively.

Recycling process is one of the most important processes in the trend of sustainable development, a logical reaction against the problems that results from industrial age. Building materials can play an important role in the process of a building formation or destruction, in fact, materials forms the building nature. Thus, the role of material and the impact of its recycling in sustainable development context cannot be ignored. Also, due to the rate of destruction and renewals that exist in cities and considering to the point that almost half of fuel storages are consumed in the buildings, the mass of materials that are sources of potential energy, should not be ignored. So, it is obvious that finding a fundamental solution in this area is necessary. In terms of research performance, this study is qualitative and as descriptive-comparative investigation and selection of the concepts is based on library and documentary methods, surveying some characteristics of recycling which in terms of quality and technique effect on architecture has been attempted in this research. Therefore, the role of recycling materials and the importance of their potential energy in the trend of sustainable development are investigated in this paper by descriptive-comparative method and appropriate and optimum solutions provided in order to reduce energy consumption in the field of construction and building materials.