مطالب

Harassment-based crimes targeting the spiritual integrity of victims are among the most numerous and varied offenses in cyberspace, ,which can be categorized under the general title of harassment in cyberspace. According to the unique properties and meta-variables of information and communication technology, the rate of harassment crime in cyberspace is more than that of real space. This study, a descriptive-analytical meta-analysis, aims to critically examine personality-based crimes and harassment in cyberspace. It seeks to identify the types of crimes, the characteristics of the victims, and the criminal profiles of the offenders. Findings reveal that these crimes are predominantly perpetrated by young men with diverse motivations, particularly of a sexual nature, targeting teenage girls. Based on these findings, it is recommended that legislators adopt a differential and aggravated approach to criminalize harassment against women and children. Additionally, addressing the role and needs of victims in crime responses is crucial. Furthermore, identifying and criminalizing emerging personality-based behaviors, balancing crime platform filtering, adopting participatory criminal policies involving non-governmental organizations, empowering users with preventive oversight and technical measures, and enhancing media literacy and cultural norm-setting are essential strategies for combating personality-based crimes.

The paradigm shift from traditional language curricula to communicative ones necessitates the (re)evaluation of language materials from the perspective of learner-centered pedagogy. The purpose of this study was to compare two English coursebooks (i.e., Interchange 2 and Four Corners 2) in terms of learner-centeredness based on the criteria of the existing theories. For the purpose of this mixed methods study, a directed content analysis (DCA) was initially done to develop a framework based on the related theories for evaluating learner-centeredness of the activities and tasks in language materials, involving six subcategories (i.e., information gap, open-endedness, contextualization, authenticity, discursivity, and skill integration). Moreover, fourteen types of learner-centered activities and tasks were identified from different theoretical sources, which fell under the six categories of the learner-centeredness framework. To validate the framework, it was expert-wised. It was found that the directed approach to content analysis supported and extended the existing theories of learner-centeredness using the contextual aspects of the phenomenon. In the second phase of the study, the types of tasks and activities in the two coursebooks were identified and analyzed through summative content analysis using the researcher-developed framework. Finally, the quantitative data gathered after coding the corpus were statistically analyzed to check whether there was any significant difference between the two coursebooks in terms of the learner-centeredness of their tasks and activities. The result of Mann-Whitney Test showed that there was no significant difference between the frequency of the learner-centered activities and tasks in Interchange 2 and Four Corners 2. The findings of this study may carry implications for the language instructors, learners, and material developers.