امروزه جهان در اثر فعاليت‌هاي غيراستاندارد بشر با مخاطرات زيست محيطي مختلف مواجه است و جوامع مختلف ناچار به پيدا كردن راه‌حل‌هايي جهت مرتفع كردن و مقابله با اين چالش‌ها مي‌باشند اجراي ايده برنامه نيز يكي از روش‌هاي مقابله با مخاطرات زيست محيطي از جمله تغييرات اقليم مي‌باشند اجراي ديده برنامه نيز يكي از روشهاي مقابله با مخاطرات زيست محيطي از جمله تغييرات اقليمي مي‌باشد پژوهش حاضر با هدف تبيين برنامه درسي خبر و مفهوم‌سازي اين امر مهم انجام شده است كه از لحاظ نوع هدف كاربردي و از نوع ماهيت كيفي مي‌باشد. گردآوري داده‌ها توصيفي- تحليلي از نوع اسنادي است. ابتدا مقالات از ميان منابع در دسترس شناسايي شدند. از ميان اين منابع براي اطمينان از اينكه پژوهش‌هايي كه در مرحله جستجو شناسايي و انتخاب شده بودند به صورت درست گزينش شده‌اند، در يك فرايند غربالگري مورد داوري واقع شدند. بدين ترتيب كه ابتدا چكيده گزارش‌ها و پژوهش‌ها بررسي و سپس از معاينه پژوهش‌ها، پژوهش‌هاي مرتبط با اهداف مورد نظر انتخاب و مطالعه گرديدند. بر اين اساس مفاهيم برنامه درسي سبز در ابعاد گوناگون (جامعه- فراگير- اكوسيستم) بررسي و تبيين شد تا مفهوم مورد توافقي براي سبز كردن برنامه‌هاي درسي جهت ارتقاي فرهنگ زيست محيطي دانش‌آموزان ارائه نمايد. نتايج نشان داد كه داشتن آگاهي‌هاي زيست محيطي در ابعاد گوناگون باعث گسترش، همدلي و حفاظت از منابع طبيعي همچون ذخايرآبي و حمايت از كاهش آلودگي هوا و حفاظت از جنگل‌ها خواهد شد و اين هم از طريق برنامه‌هاي درسي سبز حاصل شده و سبب توليد هواي پاك و توسعه فرهنگ احيا جنگل‌ها و در نهايت ايجاد رفتار سبز به سوي توسعه پايدار خواهد شد.

Today, the world faces various environmental hazards due to substandard human activities, and societies are forced to find solutions to overcome and confront these challenges. Implementing the idea of a “Green Curriculum” is one method of addressing environmental risks, including climate change. The present research was conducted with the aim of explaining the Green Curriculum and conceptualizing this significant matter. In terms of objective, it is applied research, and in nature, it is qualitative. Data collection was descriptive-analytical using a documentary method. Initially, articles were identified from available sources. To ensure that the studies identified during the search phase were selected correctly, they underwent a screening process. This involved reviewing the abstracts of reports and studies, followed by a detailed examination to select those relevant to the research objectives. Accordingly, the concepts of the Green Curriculum were examined and explained across various dimensions (society, learner, and ecosystem) to provide a consensus-based concept for “greening” curricula to enhance students’ environmental culture. The results showed that environmental awareness across various dimensions leads to the expansion of empathy and the protection of natural resources; such as water reserves, supporting air pollution reduction, and forest conservation. This is achieved through Green Curricula, which result in the production of clean air, the development of a culture of reforestation, and ultimately, the creation of “green behavior” toward sustainable development.

This study investigates the effects of the flipped classroom model on Iranian EFL learners’ speaking
performance over eight weeks, focusing on fluency, accuracy, pronunciation, communicative competence,
motivation, and learner autonomy. Thirty intermediate learners were randomly assigned to experimental
(flipped) and control (traditional) groups. Pre-class materials for the experimental group included videos,
readings, interactive exercises, and vocabulary tasks. In-class activities emphasized role-plays, debates,
discussions, and peer feedback. Pre- and post-test assessments demonstrated significant improvements in
the experimental group, particularly in fluency (+25%), accuracy (+18%), pronunciation (+17%), and
communicative competence (+19%). Observations and self-reports revealed enhanced engagement,
reduced anxiety, and increased learner autonomy. This study suggests that strategically designed flipped
classrooms, combined with technology integration, personalized tasks, and teacher training, can
significantly improve speaking proficiency. Future research should investigate long-term retention, AI
based personalized feedback, and cross-cultural applicability.

Usually, Iranian high school students have shown poor reading skills. Inspired by this concept, we sought to determine the impact of Content Based Instruction (CBI) against Grammar Translation Method (GTM) on The reading comprehension of students. The participants of this study were all seventeen years old female students at the third years of high school. They were, selected at random among Fatima Zahra High School’s pupils, majoring in mathematics, science, and the humanities.   They were randomly allocated into control and experimental groups.   Pre-test reading comprehension exam was given to every participant to ascertain their degree of reading competency at the starting the investigation. Reading comprehension was instructed to the therapy participants in order to GTM-based control group members based on their values, whereas the participants of the experimental group got reading comprehension applied using CBI technique. The study used qualitative and quantitative approaches to gather data concerning the students’ reading and their supposed usage of content-based instruction (CBI) degree of comprehension.  Questionnaire, ANOVA, and independent sample t-test, methods were applied to investigate the participants’ impressions of CBI, and the impact of CBI on reading comprehension.  Results revealed that the application of CBI could improve the pupils’ reading comprehension.  Results of the questionnaire backed the experimental results derived from some themes.  Educational consequences and There is discussion on recommendations for additional study.

Abstract

Hemophilia A is an X-linked inherited bleeding disorder caused by a deficiency of coagulation factor VIII in humans. There are many treatments for this disease. This paper reviews the most common of which involves regular injections of clotting factors; gene therapy, that has been used as a sustainable and promising solution to treat this disease and a drug called Roctavian that has been used for gene therapy of hemophilia A in some countries. Of course, this new method has challenges such as immune response, persistence of gene expression, and not being applicable to all age groups (such as children), and scientists are researching this treatment method.

هدف اصلی اين مطالعه تعیین اثر مداخلة مبتنی بر ذهن آگاهی بر تاب آوری و خودکنترلی دانش آموزان دوره دوم متوسطه بوده است. تحقيق از نوع نيمه آزمايشي با پيش و پس آزمون و نيز گروه كنترل بود. جامعه آماري اين تحقيق، شامل تمامي فراگيران دختر دبيرستاني دوره دوم ناحیه 1 تبریز به تعداد 5837 نفر بود و نمونه پژوهش مشتمل بر 40 دانش‌آموز دارای تاب آوری و خودکنترلی پایین با استفاده از پرسشنامه‌های مربوطه غربالگری به روش هدفمند و به صورت تصادفی در گروههاي آزمایشی و کنترل (n=20) برگزيده شد. گروه آزمايشي 7 جلسه تحت آموزش قرار گرفتند. ابزار مورد استفاده در این تحقیق شامل پرسشنامه تاب آوری و پرسشنامه خودکنترلی و بسته آموزشی مبتنی بر ذهن آگاهی بود. براي تجزبه و تحليل داده ها از متد MANCOVA استفاده شد. یافته های پژوهش نشان دادند که آموزش مبتنی بر ذهن آگاهی بر تاب آوری و خودکنترلی اين گروه از فراگيران موثر است. لذا نتيجه گيري مي‌شود كه اين روش مداخله مي‌تواند بر روي دانش آموزان دوره دوم متوسطه كاربرد داشته باشد. Abstract The main objective of this study was to determine the effectiveness of mindfulness-based training on resilience and self-control in second-year high school students. The research was semi experimental with pre, and post-test and control group. The statistical population of this study included all second-year female high school students in District 1 of Tabriz, totaling 5837 people among them 40 people with low resilience and self-control were selected as the sample using purposive sampling and were randomly divided into two experimental and control groups (n=20). The instruments used in this study included resilience and self-control questionnaires and a mindfulness-based education package was used. In order to analyze the data, multivariate analysis of covariance was applied. The findings of the study showed that mindfulness-based education is effective on the resilience and self-control of high school students. Therefore, it is concluded that training mindfulness could be used on second-year high school students.

آرایه نانولوله های منظم (TiO2 NTs)TiO2 که توسط آندایز دو مرحله ای سنتز شدهاند، به علت داشتن مسیر تک جهت انتقال الکترون، دارای عملکرد الکتریکی و ظرفیتی منحصر به فرد هستند. ترکیبی از روش های هیدروژن دهی و رسوب نشانی الکتروشیمیایی برای اصلاح نانولوله ها و سنتز نانولوله های اکسید تیتانیوم احیاشده که توسط پلی آنیلین رسوب نشانی شده اند(PANI/H-TiO2 NTs) به عنوان الکترود سوپرخازن به کار گرفته شده است. بر اساس منابع مرور شده، ظرفیت الکترود PANI/H-TiO2 NTs در چگالی جریان A.g-1 6/0 برابر F.g-1 9999 محاسبه شده که از مقادیر محاسبه شده برای نانولوله های TiO2 (TiO2 NTs) و کامپوزیت آن (PANI/ TiO2 NTs)، به مراتب بیشتر است. هم چنین PANI/H-TiO2 NTs پایداری چرخه ای با نرخ بالا از خود نشان می دهد به طوری که فقط %8/29 ظرفیت اولیه در چگالی جریان A.g-1 24.0 حین 2000چرخه شارژ- تخلیه کاهش یافته است. از روی نتایج آمپدانس، مقاومت اندک PANI/H-TiO2 NTs تایید شده است. مقاومت محلول و مقاومت انتقال و شارژ به ترتیب 1554/0 و ꭥcm-2 723/2 است که مقادیر ناچیزی است و نشانگر قابلیت هدایت الکتریکی مناسب و نرخ بالای انتقال شارژ در PANI/H-TiO2 NTs است.

By offering individualized, fascinating, and flexible learning possibilities, AI-driven language tools—including ChatGPT, Duolingo, and Replika—have changed second language acquisition. By means of adaptive technology and fast corrections, these systems enhance fundamental skills including grammar and vocabulary recall. Still, they struggle to develop sophisticated skills including pragmatic and intercultural communication, where human teachers still thrive. Studies reveal that although artificial intelligence chatbots reduce learner stress and improve access, their effect disappears in challenging language workouts and long-term motivation. Most successful is a mixed approach including AI-based exercises guided by teachers. Ethical problems concerning data security, algorithmic justice, and cultural appropriateness further limit more general adoption. Emphasizing the necessity of educational coherence, region-specific adaptation, and continuous assessment, this paper compiles current research to define a suitable framework for adoption of artificial intelligence. The results suggest artificial intelligence as a complimentary tool that enhances rather than replaces conventional education; therefore, supporting inclusive and effective language learning in many contexts.

Digital technology has changed how we live, bringing both benefits and challenges. While it helps us connect and work more efficiently, too much screen time can lead to loneliness, stress, and unhealthy habits. Studies show that heavy digital use makes it harder to focus, increases anxiety, and reduces face-to-face interactions—especially among young people. Different cultures experience these effects in unique ways. This paper reviews the mental health risks of excessive technology use and suggests practical solutions, such as setting screen time limits, being more mindful of usage, and spending time offline. The goal is to find a healthy balance—using technology in ways that improve our lives without harming our well-being.

English language proficiency is crucial in today’s globalized world, serving as a gateway to academic, professional, and social opportunities. However, many Iranian middle school students exhibit a lack of motivation to learn English, which hinders their academic progress and future career prospects. This study explores the underlying causes of this disinterest, focusing on individual, environmental, educational, and cultural factors. Individual factors include students’ perceptions of difficulty, low self-confidence, and lack of intrinsic motivation. Environmental factors such as family attitudes, societal expectations, and limited exposure to English-speaking contexts further contribute to the problem. Additionally, traditional teaching methodologies, outdated curricula, teacher training deficiencies, and the overwhelming focus on grammar over practical communication skills reduce student engagement. Socio-cultural attitudes towards English, often linked to concerns about cultural influence, also play a role in students’ reluctance. To address these challenges, this paper suggests comprehensive reforms in English language education. These include modernizing curricula, integrating communicative and interactive teaching methods, providing teacher training programs, and leveraging technology to create a more engaging learning environment. Enhancing parental involvement and fostering a positive attitude towards English within society are also critical. By implementing these strategies, policymakers and educators can significantly enhance students’ motivation and interest in learning English, ultimately improving their proficiency and opening doors to global opportunities.

The integration of artificial intelligence (AI) into language education is revolutionizing traditional approaches to teaching writing, offering innovative solutions that enhance both the learning experience and teaching methods. This article provides an exploration of how AI is transforming writing instruction in language learning, focusing on the diverse range of AI-powered tools and platforms available to educators and students. Key advancements include AI-driven tools for grammar correction, automated feedback systems, and adaptive learning platforms that personalize writing exercises based on individual learners’ proficiency levels. These technologies leverage natural language processing, a subset of AI, to analyze and identify errors in grammar, syntax, and style, enabling real-time error correction and stylistic suggestions that are tailored to the student’s unique needs. Furthermore, the article examines how AI fosters creativity and critical thinking in students, not just through error correction but also by providing suggestions that encourage original thought and refinement of writing skills. AI systems can support the writing process by generating prompts, outlines, or even suggestions for plot development, particularly in creative writing contexts. The study highlights the pedagogical implications of incorporating AI into writing instruction, particularly in terms of improving learner autonomy, facilitating real-time collaboration, and enhancing personalized learning. AI tools offer scalable solutions that ensure accessibility for large classrooms or students with different learning styles.