مطالب

Ce travail de recherche a pour objectif d’étudier l’impact des technologies de l’information et de la communication en éducation (TICE), en particulier la plateforme de vidéos interactives Edpuzzle, sur les stratégies d’écoute des apprenants iraniens de français langue étrangère (FLE). Le modèle de stratégies d’écoute de Vandergrift (1997) a été ainsi utilisé afin de fournir une base pour examiner le processus de compréhension orale, en mettant particulièrement l’accent sur les stratégies cognitives. Le public étudié comprend huit apprenants adultes du FLE (7 femmes et 1 homme) avec un niveau de langue A2. Les résultats de la recherche montrent que les apprenants étudiés ont eu recours à diverses stratégies cognitives afin de faciliter et/ou améliorer le développement de la compréhension orale dans un dispositif multimédia et interactif. Certains ont manifesté une amélioration significative dans l’utilisation des stratégies d’écoute, tandis que d’autres ont maintenu une stabilité dans leurs approches. Les vidéos interactives, par leur approche personnalisée et engageante, pourraient activement impliquer les apprenants dans le développement des stratégies de compréhension orale.

Background and Theoretical Foundations: The traditional military technologies and methods at sea have undergone many changes since the approval of naval warfare documents and have developed in such a way that they will transform future naval wars, and these developments necessitate the transformation of rights. It leads to a naval war. Cyber war has been accepted as one of the methods of war along with other land, sea, air, and space methods, but the difference between this method and other methods is that each of the mentioned territories can be used as a base to carry out a cyber-attack. The emergence of cyber capabilities in the sea means that naval forces are always more connected which leads to greater vulnerability at sea. The purpose of this brief is specifically to examine the cyber-attack at sea from the perspective of the law of maritime armed conflicts. Therefore, the ability to apply international humanitarian law and the rules governing the law of maritime warfare in the case of a cyber-attack at sea will be interpreted and investigated. Methodology: The research method of this article is descriptive and analytical, and the process of collecting library information is reference, by referring to sources through books, documents, periodicals, and the Internet, we obtain research data.   Findings and conclusion: The findings of the research indicate many ambiguities in applying the law of maritime conflict to maritime cyber warfare, but humanitarian law can be used with all modern tools, which has been supported by the International Committee of the Red Cross in recent decades.

Objective: The aim of the present study was to investigate the effect of foreign language anxiety (FLA) on English-as-a-foreign-language (EFL) students’ cognitive processing of linguistic stimuli. Methods: The participants were 179 upper-intermediate or advanced EFL learners from different branches of an English language teaching institute. They were asked to fill out the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire and then, considering their scores, were randomly assigned to high-anxiety and low-anxiety groups. To analyze the EFL learners’ cognitive processing of linguistic stimuli, a semantic decision task was used in the present study. In this task, participants saw a pair of words presented one after each other and were asked to decide whether the target word was related in meaning to the preceding prime word. Mixed Factorial Repeated Measure ANOVA was run on error rate (ER) data to establish the potential interaction between primes and targets. To reveal any potential anxiety effects, anxiety was run as a between-subject factor in the analysis. Results: The findings showed a statistically significant effect of anxiety on cognitive processing of linguistic stimuli with respect to ER. More specifically, the EFL students in the low-anxiety group made fewer errors in comparison to their counterparts in the high-anxiety group. Conclusion: The findings are attributed to the attentional control theory and cognitive overload of working memory, cognitive interference theory, and the specific nature of the task used in the present study. The results emphasize the fact that FLA could result in deficits in cognitive processing of linguistic stimuli by foreign language learners. 

Purpose: The aim of this research is to compare the effects of three training methods — plyometric, weighted, and barbell (Turkish) training — on the anaerobic capacity of high school male volleyball players. A total of 48 subjects, aged 23 ± 5 years, were selected purposefully and randomly divided into four groups of 12 participants each. Method: The height and weight of the participants were recorded, and their anaerobic capacity was measured using the Lewis formula based on the vertical jump test during the pre-test. The three experimental groups performed weight training, plyometric exercises, and plyometric exercises combined with weights, respectively. The fourth group followed a standard volleyball training regimen. The training period lasted eight weeks, with three training sessions per week. After the eight weeks, a post-test was conducted to measure the effects of the different training methods on the participants' anaerobic capacity. Results: The results of this study showed: Eight weeks of weight training significantly improved the anaerobic capacity of the volleyball players eight weeks of plyometric training significantly improved the anaerobic capacity of the volleyball players. Eight weeks of barbell (Turkish) training significantly improved the anaerobic capacity of the volleyball players.There was no significant difference between the effects of the three training methods on anaerobic capacity. Conclusion: Based on the results of this research, it can be concluded that weight training, plyometric training, and barbell training are all effective in increasing the anaerobic capacity of volleyball players. Given the available time, number of athletes, and resources, any of these training methods can be selected to improve the anaerobic power of athletes. Coaches may choose the most appropriate method depending on the specific needs of their athletes and the resources available.

This study aimed to examine the relationships between sleep quality, body image dissatisfaction, and impulsiveness in adolescent girls with mild physical disabilities. This cross-sectional study included 186 adolescent girls with mild physical disabilities. Participants were recruited from rehabilitation centers and special schools. Impulsiveness was measured using the Barratt Impulsiveness Scale (BIS-11), sleep quality was assessed with the Pittsburgh Sleep Quality Index (PSQI), and body image dissatisfaction was evaluated using the Body Shape Questionnaire (BSQ). Pearson correlation coefficients were calculated to examine the relationships between the variables. A linear regression analysis was performed to determine the predictive value of sleep quality and body image dissatisfaction on impulsiveness, using SPSS version 27. The mean score for impulsiveness was 55.28 (SD = 10.45), sleep quality was 12.67 (SD = 3.98), and body image dissatisfaction was 87.34 (SD = 15.29). Pearson correlation analysis showed significant positive correlations between impulsiveness and sleep quality (r = 0.45, p < .001), and between impulsiveness and body image dissatisfaction (r = 0.52, p < .001). The regression model indicated that both sleep quality (B = 0.92, p < .001) and body image dissatisfaction (B = 0.25, p < .001) significantly predicted impulsiveness, explaining 37% of the variance (R² = 0.37, F(2, 183) = 53.68, p < .001). Poor sleep quality and high body image dissatisfaction are significant predictors of impulsiveness in adolescent girls with mild physical disabilities. Interventions aimed at improving sleep quality and promoting positive body image may help reduce impulsiveness and enhance overall well-being in this population.

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.