درخت حوزه‌های تخصصی

Inspired by Halliday and Hasan’s (1976) framework, this study delved into the impact of lexical cohesion training on the writing prowess of English language learners. Drawing upon an experimental design, this study investigated the effect of lexical cohesion instruction on IELTS Academic Writing Task Two performance. Over an eight-week course, a total of 60 IELTS candidates were screened based on their performance in the Quick Oxford Placement Test and these individuals were assigned to either the experimental or control group. Each participant was required to complete two writing assignments during the study. A sequence of six writing tasks was developed and put into practice. The participants’ compositions were evaluated on two instances: pre-test and post-test. A meticulous tapestry of independent-samples t-tests was woven to unveil the distinctions in performance between the cohorts. A quantitative evaluation of the learners’ written work demonstrated that instruction in lexical cohesion had a statistically significant effect on their writing scores. Possible explanations for this exceptional performance are explored, and recommendations are offered for second language (L2) writing instructors and researchers.

Public policy-making is a six-stage cycle, and the implementation of policies is one of the most sensitive stages of its formulation, failure in this stage leads to the failure of the entire policy-making process. Also, policy-making includes an interactive process between setting goals and necessary actions to realize them, which may be disrupted by many challenges, obstacles, and limitations. In this research, the goal was Pathology of implementation of rural development policies in the fourth and fifth development plans. This research is applied in terms of its purpose and descriptive and survey based on the nature of the data. The results of the research are presented in two qualitative and quantitative sections. In the main and qualitative part of the research, using the Delphi technique, we investigated the damage of rural development in the fourth and fifth programs. At first, using the opinions of experts, the gap between the existing state of rural development and the ideal state was determined, and based on the opinions of experts and the T-Tech test, it was determined that there is a fundamental difference between the current state and the ideal state. and in the current situation in the indicators of employment status, housing, medical and treatment facilities, digital infrastructure, transportation and communication route, industrial agriculture, welfare and recreation, cultural-educational, tourism and underground water the average quality was low. Therefore, the necessity of carrying out the pathology of the implementation of rural development policies became clearer. Then, based on the theoretical background of the research, as well as interviewing and completing the questionnaire by specialists and research elites, the indicators of developmental pathology were compiled, and finally, the final model of the questionnaire was compiled, and the quantitative results of the questionnaire were extracted based on the answers of the participants in the research. In the quantitative analysis and chi square test results, it was shown that the role of policy indicators, juridical and legal obstacles, political, social and economic factors, motivations and attitudes of executives, administrative system and bureaucracy, are insufficient and inappropriate. The lack of tools is significant in the absence of rural development.

Gifted children, recognized for their exceptional intellectual abilities and advanced cognitive skills, often face unique challenges and opportunities in their social development. This letter aims to shed light on these complexities, exploring the factors that influence the social skills of gifted children and suggesting strategies for supporting their social growth. Continued research is vital to understand better the social development of gifted children and the effectiveness of various interventions. Studies focusing on diverse populations and contexts can provide insights into how different factors influence social outcomes. By building a robust evidence base, educators, parents, and policymakers can develop more effective strategies to support the social development of gifted children. The social development of gifted children is a multifaceted issue that requires a nuanced understanding of their unique challenges and opportunities. While gifted children may face difficulties in peer acceptance and social-emotional adjustment, they also possess advanced social skills and problem-solving abilities that can be harnessed to promote positive social interactions. Educators and parents play a crucial role in providing the support and interventions needed to nurture these skills. By adopting an equity-focused approach and implementing innovative strategies, we can ensure that gifted children thrive both socially and academically.