مطالب

Interpretation of dental panoramic radiographs which encompass all teeth as well as portions of the jaw and facial bones is critically important for preventive care and for devising appropriate treatment plans based on clinical findings. However, a high clinical workload or the absence of a specialist may compromise the accurate interpretation of even fundamental conditions, such as the detection of abnormalities. In such cases, artificial intelligence techniques can serve as valuable tools to enhance diagnostic accuracy. This research introduces a modified detection framework based on YOLOv11, incorporating two main architectural enhancements: the addition of a module designed to increase attention to specific regions, and improvements to the multi-scale blocks in the backbone of the network. The post-processing stage also employed methods capable of effectively distinguishing overlapping teeth. Experimental results demonstrate an improvement of over 7 percent in the F1-score compared to the baseline YOLOv11 architecture. The proposed model demonstrates competitive performance compared to models with similar architectures and exhibits satisfactory generalization on an independent dataset that was not utilized during training. Furthermore, relying on the real-time processing capability inherent to the YOLO framework, the proposed method can serve as an effective deep learning engine for integration into web software platforms and tools, enabling rapid and accurate dental radiograph analysis in clinical and telemedicine environments.

Over the past decades, the use of strategies by language learners has been the subject of considerable research. Yet comparatively few studies have examined the direct effects of strategy instruction on the actual writing strategy use of learners, with specific comparisons involving students at different levels of proficiency. This study examined if focused writing strategy instruction can increase the use of writing strategies by EFL learners. Using a mixed-methods design, 64 undergraduate learners in Iran were divided into experimental and control groups. The experimental group received strategy-based instruction grounded in Oxford’s (1990) framework, while the control group received conventional writing instruction. Data were collected through pre- and post-tests, stimulated recall protocols, and a validated strategy-use questionnaire. Findings from a mixed between-within ANOVA revealed significant time-group- proficiency interactions, indicating that strategy instruction benefited learners differently across proficiency levels. Qualitative analysis further highlighted how learners integrated strategies into their writing practices. The results have implications for tailoring writing instruction to proficiency-specific needs.

This study investigated the impact of newly developed English for Specific Purposes (ESP) materials on enhancing Intercultural Communicative Competence (ICC) and cultural awareness among Iranian undergraduate psychology students. Addressing the need for culturally responsive communication and limitations of conventional materials, researchers designed a 5-unit coursebook based on Byram’s (1997) ICC framework and the ICC materials development framework proposed by Mishan and Kiss (2024). Employing a mixed-methods design over a 10-week semester, 60 homogeneous students were equally assigned into two groups: an experimental group received newly developed ESP materials that integrated cross-cultural case studies, dialogic activities, and culturally diverse psychological modules, while the control group used traditional textbooks. Quantitative data from ICC questionnaires revealed a significant increase in ICC within the experimental group. Qualitative analysis of student reflections and interviews indicated enhanced intercultural attitudes, knowledge, skills, and cultural awareness, reflecting meaningful shifts in perspectives for the experimental group. These findings underscore the effectiveness of ICC-focused ESP materials in preparing psychology students for culturally sensitive practice. The study contributes to the development of ESP materials by advocating for the intentional integration of intercultural competence to cultivate globally competent practitioners.

Listening effectively in a foreign language presents many challenges for students. The aims of this convergent mixed methods study were two-fold. First, to determine whether teaching listening strategies through materials tailored to apply principles related to decreasing Cognitive Load (CL) could help learners improve their L2 listening comprehension. Second, whether using such materials could reduce learners' cognitive load. In doing so, two modes of material presentation (computer-based and text-based) were selected. Eighty-eight TEFL bachelor students in three intact classes were randomly assigned to three treatment conditions: Strategy-Based Cognitive-Load-Decreasing Computer-Based Material (SB-CLD-CBM), Strategy-Based Cognitive-Load-Decreasing Text-Based Material (SB-CLD-TBM), and Strategy-Based Non-Cognitive-Load Decreasing Conventional Learning Material (SB-NCLD-CLM), and received relevant instructions. A general proficiency test was used to examine participants' language proficiency. A listening pretest and posttest, a listening achievement test, and a cognitive load questionnaire were used to collect data in the quantitative phase. A reflection paper, including two questions about students' perceptions administered during the treatment, was used to gather qualitative data. The One-way Analysis of Variance (ANOVA) and Multivariate Analysis of Variance (MANOVA) showed that CLD-CBM and CLD-TBM outperformed the NCLD-CLM in listening comprehension and experienced lower cognitive load. However, no significant difference was found between the experimental groups. The findings are valuable for teachers and materials developers, suggesting they should include Cognitive Load Theory principles and strategy instruction when designing learning materials and instructional approaches.

The uncontrolled growth of tall buildings in contemporary cities has caused numerous visual and psychological issues for urban citizens. This study's framework examined the combined effect of architectural and vegetation variations on the scape of tall buildings and the oppression imposed on citizens. The architectural changes of the tall building included form (rectangular, stepped and pyramidal), gap (in single building (without gap, small and large gap) and between buildings (middle, sides and middle and sides)), console (1, 2, 2,5, 3, 3.5 and 4 m), and setback (1, 2 and 3 m) of the building from the base. Vegetation changes also included the distribution of different tree species on the façade and the positioning of the trees within each species. To assess the impact of architectural and vegetation changes on oppression, the method was based on the framework for assessing the oppressiveness of tall buildings and people's opinions. In conclusion, vegetation demonstrated a significantly greater reduction in perceived oppression compared to architectural modifications. The results of examining the architectural scenarios showed that as the pyramidal form of the building increased and the gap between the single tall building (or between tall buildings) widened, citizen-imposed oppression decreased. Also, as the console of a tall building decreased to less than 2.5 m and the setback increased to more than 2 m, the oppression decreased significantly. Also, the results showed that using concentrated and horizontal vegetation at the base and shaft of tall buildings has effectively reduced oppression (Compared to other vegetation change scenarios).

Intrastate wars involving non-state armed groups (NSAGs) are becoming an increasingly common form of violent conflict. How water is used conflict is therefore an important area of research. While previous research has traditionally viewed the use of water by NSAGs as a military tool, the Islamic State of Iraq and Syria (ISIS) instrumentalised water for a range of reasons which has not been examined in previous research. This paper addresses this gap by analysing the range of violent and non-violent means ISIS used to instrumentalise water for both state-building and military ends, linking this to the rebel governance cycle. Secondary literature analysis and thematic analysis are used to identify patterns in ISIS’ instrumentalisation of water within pre-existing literature. This is conducted in conjunction with two case studies: water governance and control of dams between 2014 and 2018. This paper finds that ISIS primarily instrumentalised water in three ways. Firstly, ISIS monopolised and institutionalised control over water services to build legitimacy as a state-like actor, symbolised by their control over dams. Secondly, ISIS used water to demarcate the territorial and demographic boundaries of their ‘alternative’ state, managing water supply to specific groups and controlling dams to flood or redirect water. Thirdly, as their territorial control became increasingly under threat, ISIS instrumentalised water through ‘scorched earth’ tactics, abandoning their governance of water entirely from 2016. These findings suggest that a new hybrid understanding of how NSAG’s interact with water (and other resources and built infrastructure) is needed to better analyse their dynamic and varying behaviour and priorities.