مطالب

In the modern world, the moral laws of war were approved in the form of "International Humanitarian Rights" or "Laws of War" in various conventions, the most important of which is the 1949 Geneva Quadrilateral Convention. Part of these laws are related to the protection of cultural heritage, antiquities and sacred objects. The present study aims to investigate whether the protection of the cultural heritage of war has been considered in the sacred texts and fatwas of Muslim and Christian theologians. It seeks to invite the followers of religions to observe ethics in armed conflicts and also pay attention to the commonalities and differences in Islam and Christianity. According to library studies of Islamic and Christian holy texts, there are common views on the protection of cultural heritage in armed conflicts. Moreover, some differences are seen there, though they are less evident in the opinions of jurists and theologians. This research will examine this issue.

In today's educational world, the importance of academic life skills and self-regulated motivation for students, especially in the senior high school, has been noted repeatedly. Thus, the purpose of this research was to investigate the effectiveness of teaching life skills and self-regulation of motivation on the academic motivation of female students of the senior high schools. This research is a quantitative applied study adopting a quasi-experimental design, with a pre-test/post-test and a control group. The statistical population included 31180 female students of the senior of high schools in Tabriz in the academic year of 2021-2022. From this population, 90 students were selected by multi-stage cluster random sampling method and were randomly divided into three groups with 30 participants. The control group received its traditional instruction while the first and second experimental groups received educational life skills and self-regulated motivation interventions respectively for eight sessions of two hours. The instruments included the academic motivation questionnaire (Vallerand et al., 1992). For data analysis, in addition to descriptive statistics, Shapiro-Wilk test, MANOVA, regression slope homogeneity test, Box's M Test, Leven test, MANCOVA, and Bonferroni post hoc test were used. The findings showed that the educational life skills and self-regulation of motivation training programs had a positive effect on the academic motivation of female students of the senior high schools. Also, motivational self-regulation training has a higher effectiveness in the academic motivation of the participants than teaching life skills. According to the results, it is concluded that the integration of educational self-regulation motivation and academic life skills training programs in the school environment can have positive effects on students. Schools and educational centers should look for ways to incorporate these skills into their curricula, so that students can develop the skills to manage their motivation and behaviors in a supportive and interactive environment. Also, it is important that teachers and trainers receive the necessary training to be able to effectively impart these skills to students.