مطالب

This study aimed to evaluate the effectiveness of Sandplay Therapy on enhancing perceptual reasoning and neuropsychological functioning in children with Autism Spectrum Disorder (ASD). A randomized controlled trial design was used, involving 30 children aged 6-12 years diagnosed with ASD. Participants were randomly assigned to either the intervention group (n=15) or the control group (n=15). The intervention group received eight 90-minute sessions of Sandplay Therapy over two months, while the control group received standard care. The Wechsler Intelligence Scale for Children (WISC-V) and NEPSY-II were used to measure perceptual reasoning and neuropsychological functioning, respectively, at baseline, post-intervention, and five-month follow-up. Data were analyzed using mixed-design ANOVA with repeated measurements and Bonferroni post-hoc tests in SPSS-27. Descriptive statistics showed significant improvements in the intervention group for both perceptual reasoning (M=95.53, SD=7.48 at baseline to M=107.45, SD=8.21 post-intervention) and neuropsychological functioning (M=89.74, SD=6.95 at baseline to M=101.29, SD=7.56 post-intervention). Mixed-design ANOVA revealed significant main effects of time (F(2, 56)=30.15, p<.001, η²=0.52 for perceptual reasoning; F(2, 56)=32.75, p<.001, η²=0.54 for neuropsychological functioning) and group-by-time interactions (F(2, 56)=24.12, p<.001, η²=0.47 for perceptual reasoning; F(2, 56)=28.75, p<.001, η²=0.50 for neuropsychological functioning). Bonferroni post-hoc tests confirmed significant differences between baseline and post-intervention (p<.001) and baseline and follow-up (p<.001) for the intervention group. Sandplay Therapy significantly enhances perceptual reasoning and neuropsychological functioning in children with ASD. These improvements were sustained at follow-up, suggesting that Sandplay Therapy is an effective and sustainable intervention for this population.

Strong reading comprehension skills and reading motivation are essential for personal growth, academic success, and overall well-being. Developing these skills can positively impact individuals' lives in various ways. Thus, this investigation aimed to examine the influence of massed and spaced instructions on the reading comprehension and reading motivation of Iranian EFL students. The researchers selected 150 Iranian participants from 300 based on their Oxford Quick Placement Test (OQPT) performance. The selected intermediate participants were randomly assigned into two experimental groups (massed and spaced) and one control group. The participants were given a reading comprehension pretest and post-test and a reading motivation questionnaire before and after the treatment. Three groups were provided with instruction on reading skills by English texts and new words from American English File 3. The massed group received a 90-minute session for each text, whereas the spaced group received three 30-minute sessions; the first session lasted 30 minutes, followed by two more sessions, each lasting 30 minutes, scheduled two days apart. The results of data analysis utilizing one-way ANOVA showed a considerable difference between the post-tests of the spaced and massed groups compared to the control group. The findings demonstrated that the spaced group outperformed the massed and control groups (p < .05) in terms of reading comprehension and reading motivation. The results have some pedagogical implications for English instructors, learners, and curriculum developers.

Although there have been many studies concentrating on writing development and techniques to improve it, there still remains the need to investigate more and give extra insight to the EFL language learners and teachers on these issues. Using a grounded model of research, the researchers performed an investigation to examine the various aspects concerning writing challenges, and requirements to improve it. Semi-structured interviews were conducted with an aim to achieve a thorough understanding of the topic by recruiting 25 male and female experienced EFL teachers along with 25 male and female intermediate EFL learners from language institutes in Tehran as the participants of the study through purposeful sampling technique. Then, 5 distinctive questions were chosen for the teachers and another set of 5 different questions for the learners to elicit their perceptions. After gathering the data and identifying the initial codes, the sub-categories emerged and helped the researcher to form the final model. Among the categories, writing strategies like collaborative and game-based, requirements like background, vocabulary, and grammatical knowledge were found to be essential. Based on the findings, a model was developed which is believed to support EFL learners in improving their writing proficiency.

The issue of arbitrability in foreign investment treaties poses ongoing challenges for both host nations and foreign investors. Iranian law imposes constitutional constraints on resorting to arbitration, in addition to the provisions outlined in international commercial arbitration regulations. Persistent issues revolve around the requirement of parliamentary ratification of arbitration, the timeframe for such ratification, and the applicability of pre-existing doctrines to treaties concluded prior to the ratification of the Constitution. Despite the fact that Iranian Petroleum Contracts (IPCs) are among the most important foreign investment contracts in Iran, their intricacies create additional challenges. This article examines the legal theories and practices surrounding the arbitrability of contracts in the field of foreign investment, with a specific focus on IPCs, using a descriptive-analytical approach. At the end, Findings reveal that from a domestic standpoint, parliamentary approval must precede the signing of any treaty. The same approach can also be applied to IPCs However, this paper argues that this requirement does not apply to treaties enforced prior to the enactment of the Iranian Constitution. This approach finds support in existing laws and precedents established by the Iranian Court of Administrative Justice.

The armed conflict in Yemen is one of the most devastating and catastrophic crises the international community is currently facing. It is entering its seventh year. This situation has raised numerous questions under International Humanitarian Law (IHL) as the set of rules the main aim of which is to limit the effects of armed conflicts for humanitarian reasons. This is also an occasion to test the pertinence and efficiency of IHL rules in the face of current armed conflicts. Accordingly, the present article seeks to study certain important issues in IHL raised by Yemen armed conflict. Doing so, firstly, the type of armed conflict in Yemen is addressed (1). Then, it goes through the principles of distinction, proportionality and precautions (2). Thereafter, the issues of blockade and siege are dealt with (3). After that, the situation of certain persons is examined (4). And finally, the very challenging and significant question of humanitarian assistance is studied (5). I will conclude that most of the humanitarian problems except the issue of humanitarian assistance and sieges are adequately regulated by IHL and that the problem is mainly that those rules are not respected. The controversy about the classification of the conflict, whether it is an international armed conflict (IAC) or a non-international armed conflict (NIAC), does not fundamentally affect those rules.

This study is a longitudinal mixed method design investigating Iranian English learners' perception of native-speaker English teachers (NSETS) and non-native-speaker English teachers (NNSETS) in New Zealand and Iran within the conceptual framework of Kumaravadivelu (2003), Rudolf (2018), and Benson el al. (2013).  A semi-structured interview and a questionnaire (consisting of 21 Likert items and 3 open-ended questions) were used twice ten months apart in each context. An online narrative interview was employed in 2022 to supplement the data. Non-parametric data analyses were run on the Likert items. Several coding schemes were developed and a thematic analysis was employed. Findings revealed that NNSETS in New Zealand and NSETS in Iran were perceived by the learners as more effective in guiding their students toward developing a multilingual identity. This is interpreted as the "cross-actional influence of context in language learners' perception of teachers regarding L2 identity development in students" in this research. The findings also showed a shift in students' perception from NSETS to NNSETS in both contexts over time due to the better instructional strategies of NNSETS for teaching reading, listening, grammar, and their deeper understanding of the student's needs. This study informs language teachers, teacher educators, and education authorities on 1) the cross-actional influence of context on students' perception of teachers regarding L2 identity development as a normal procedure, 2) the pattern of a shift from NSETS to NNSETS due to the qualifications of NNSETS should be considered in teacher training programs to make the most proficient language teachers accordingly.

Multiple-choice (MC) item format is commonly used in educational assessments due to its economy and effectiveness across a variety of content domains. However, numerous studies have examined the quality of MC items in high-stakes and higher education assessments and found many flawed items, especially in terms of distractors. These faulty items lead to misleading insights about the performance of students and the final decisions. The analysis of distractors is typically conducted in educational assessments with multiple-choice items to ensure high quality items are used as the basis of inference. Item response theory (IRT) and Rasch models have received little attention for analyzing distractors. For that reason, the purpose of the present study was to apply the Rasch model, to a grammar test to analyze items’ distractors of the test. To achieve this, the current study investigated the quality of 10 instructor-written MC grammar items used in an undergraduate final exam, using the items responses of 310 English as a foreign language (EFL) students who had taken part in an advanced grammar course. The results showed the acceptable fit to the Rasch model and high reliability. Malfunctioning distractors were identified.

The purpose of this research is to design a framework for strategic innovation in sports businesses based on Grounded theory. Data was collected using interviews, which involved 19 participants including sports management professors, sports business owners, as well as sports managers. Based on Grounded theory, 156 open codes, 18 substantive codes, and 6 theoretical codes were identified. The factors affecting strategic innovation in sports businesses included institutional factors (culture, institutions, and laws), innovative human resources (providing innovative ideas, recognizing innovative opportunities, and strategic thinking), knowledge of the team and business environment (team, market, and macroeconomics), infrastructure (education, technology, and university-industry connection), and management of innovative business processes (marketing research, branding, empowerment, and human resource capability). The development of strategic innovation in sports businesses is a topic that has received less attention, and understanding the factors affecting it can provide the basis for promoting and developing the innovation ecosystem in sports.