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This study aimed to explore the attachment patterns in children diagnosed with Fetal Alcohol Spectrum Disorders (FASD) by examining the experiences and perceptions of their primary caregivers. A qualitative research design was employed, utilizing semi-structured interviews with 14 primary caregivers of children diagnosed with FASD. Participants were recruited from specialized clinics and support groups. Data were collected through in-depth interviews, focusing on topics such as the nature of the child-caregiver relationship, caregiver perceptions of the child's attachment behaviors, challenges in the attachment relationship, and strategies used to support attachment. The interviews were transcribed and analyzed thematically, with theoretical saturation achieved when no new themes emerged. Four main themes emerged from the analysis: the nature of the child-caregiver relationship, caregiver perceptions of the child's attachment behaviors, challenges in the attachment relationship, and strategies used by caregivers to support attachment. Caregivers emphasized the importance of emotional bonding, effective communication, physical closeness, and consistent caregiving in fostering secure attachment. They reported a range of attachment behaviors, including both secure and insecure patterns, influenced by the neurodevelopmental impairments associated with FASD. Key challenges included managing emotional outbursts, behavioral issues, and balancing caregiving roles. Caregivers employed various strategies such as therapeutic interventions, establishing routines, positive reinforcement, and emotional coaching to support attachment. The study provides a comprehensive understanding of the attachment patterns in children with FASD, highlighting the critical role of responsive caregiving and the adaptive strategies used by caregivers. The findings underscore the need for targeted interventions and comprehensive support systems to enhance attachment and promote the developmental well-being of children with FASD. Further research is needed to explore the long-term impact of these attachment patterns and the effectiveness of specific interventions.

The purpose of this research is meta-analysis of the factors related to the philosophical mindset of students based on the researches published in the last 10 years. The population of this research is all the researches published in scientific journals. The sampling method was based on the Purposive sampling method. In this way, out of the total number of researches, which was 13, 3 of the researches were excluded due to reasons such as incompleteness of statistical information. In fact, studies that reported the necessary information and used correct statistical tests were selected, and studies that did not report the necessary information were excluded. The statistical sample is based on the researches that have been carried out on the factors related to the philosophical mindset of students, and their number is 10 researches (14 factors). In order to select studies suitable for meta-analysis and extract appropriate information, meta-analysis checklists were used. These checklists include researchers' names, research title, year of publication, place of implementation, statistical population and sample size, gender, educational level, research tools, reliability and significance level. CMA3 software was used to analyze the results. According to the research results, the effect size and Z calculated for 12 variables out of 14 variables are significant. Also, the largest effect size is related to t self-direction , creativity ,also the smallest effect size is related to mathematical self-efficacy and problem solving . Also, the effect size for all studies in the fixed and random model is at a high level.

The concept of distance learning has changed from a choice to a requirement and even a compulsion in educational systems around the world during the COVID-19 pandemic crisis. Despite the challenges faced by this sudden change, in all countries, including Iran, learning institutions, whether general education or higher education, and even skill training institutions, had to turn to e-learning by using the existing educational platforms to keep their education flowing. In this paper, we tried to assess the readiness and capability levels of e-learning systems of the most experienced Iranian Open University, Payam-e-Noor University, during the COVID-19 epidemic. For this purpose, a questionnaire for evaluating the readiness level based on nine criteria and 45 measures and a questionnaire for examining their capability level based on eight criteria and 47 indices have been compiled and distributed among the educational centers of Payam-e-Noor University. Findings indicate that at the beginning of the COVID-19 pandemic, the e-learning readiness level of 31 participating centers was weak. In addition, after the crisis period, the e-learning capability level of 15 associated centers is above average. In conclusion, despite the growth of the university's status (from "weak" to "above average" during the two years of the disease epidemic), the educational system, the support system, and the research infrastructure criteria with the weak level score should be urgently paid attention by the planners and policymakers of higher education; As the same way, below average level criteria such as regulatory system, the supervisory system, and learning infrastructure should be on the agenda of rapid improvement and the quality of the administrative system criteria with above average level score should be on the agenda of gradual improvement.