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The incorporation of STEM education into the curriculum has been an aspiring objective for many nations around the world. Most students choose not to pursue STEM-discipline studies because they are losing interest slowly. Moreover, the level of engagement required for STEM education is limited due to inadequate interactive teaching and tools that facilitate effective learning in a classroom setting. The objective of this project is to assess how educational game applications can help incline students’ interest in science, develop an educational game application, and conduct user experience testing. A mobile application on Earth and Space Science has been developed for 10 – 11-year-old school students. The project is based on the Rapid Application Development methodology considering the short development timeframe.  The application was created using the Ionic Framework, Angular 5, C#.NET and SQLExpress. The findings indicated that this experiment motivates students to be more inclined to science.

Background: Both of transcranial direct current electrical stimulation (tDCS) and neuromuscular training (NMT) have used to relive motor deficits in neurological disease.Aim: We decided to investigate augmenting effect of tDCS and NMT to improve static and dynamic balance and gait parameter in autism spectrum disorder (ASD).Materials and Methods: 24 children with ASD aged 6-10 years old were randomly assigned to one of three groups: NMT+ sham, anodal tDCS, and NMT + tDCS. NMT consisted of 10 sessions motor training (each for 40 min). tDCS training was performed with 1.5 mA on left primary motor cortex for 20 min. Pre-test and post-test evaluations included static and dynamic balance and gait parameters (length and width of stepping and speed of gait).Results: Although improvement of variables were seen in all groups, but in post intervention comparison, combined group was better in static and dynamic balance and gait parameters than two other groups. NMT was more effective than tDCS only in dynamic balance.Conclusion: Our findings were indicated tDCS enhance NMT effect on neuromuscular function in ASD, so regarding the augmented effect in combination of NMT and tDCS, it can be considered in rehabilitation of motor deficits in these children.

This paper aims to analyze Doris Lessing's narrative techniques to explore how she developed the discourse of her stories and depicted her contemporary realities in her story worlds. It seeks to address the question of whether there is a relationship between her real world and her storytelling, and whether her ideology and personal background influenced her narrative approach. To accomplish this goal, we will analyze the novels The Grass is Singing and Martha Quest using Gavin's Text World Theory, a cognitive approach that provides a framework encompassing three levels of analysis: Discourse World, Text World, and Sub-Worlds. Our analysis reveals that the discourse of her stories closely mirrors her real-life discourse, indicating a direct relationship between her real worlds and her storytelling. Lessing’s intricate descriptions of world-building elements, such as time, locations, characters, objects, and actions within the story, serve to advance the narrative forward through both material and existential processes. Moreover, her use of sub-worlds to express her yearning for freedom and justice reflects her critical viewpoints on the oppressive systems prevalent in her time, particularly colonization and racial issues. Furthermore, it becomes apparent that from 1944 to 1956, her storytelling method was influenced by her communist ideology. In essence, the concepts and themes represented in her stories emerge as reflections of her real-world experiences, effectively conveyed through her narrative techniques.

During the twentieth century, the views of sustainability and its vital contribution to the refinement of education systems have become so momentous that many researchers have sought to remove barriers to achieving sustainability in the education system and across disciplines. Yet, such research has been less common in the humanities. Hence, the present study tried to depict a picture of the strengths and shortcomings of EFL and Social Sciences (SS) instructors in terms of sustainability literacy, sustainability implementation, and eventually Sustainability Education (SE). Moreover, it provides the readers with the status of SE in EFL and SS faculties in Iran and offers clear recommendations for how and in which specific areas to adopt interdisciplinary approaches for SE development. This comparative study can pave the way for further practical studies in these areas through a quantitative method using a researcher-developed questionnaire with 300 participants. It proved that SS instructors have the potential to make outstanding contributions to sustainability literacy enhancement and EFL instructors are well aware of the strategies which work for sustainability implementation. It also came down in favor of the specific courses which should be incorporated into all-round teacher education policy. The study can be an important step towards teacher education reform and has implications for different fields of humanities. It has been implied that multidisciplinary approaches can bring about livelier and more effective teacher training programs.