مطالب

The rise of ISIS has profoundly impacted the economies of Iraq and Syria. This research paper examines the severe repercussions on international trade within these nations. By analyzing the economic and political ramifications of ISIS’s presence, the study aims to reveal how ISIS disrupts the movement of goods and services across Iraq and Syria. A key focus is the disruption of supply chains. ISIS’s presence has caused significant interruptions in production and distribution networks, leading to delays, increased costs, and inefficiencies in trade operations. Additionally, the instability has deterred domestic and foreign investments, resulting in financial losses and economic decline. The paper also addresses the decline in foreign trade. Fear and uncertainty from ISIS’s activities have reduced trade volumes, affecting essential goods and services. Furthermore, ISIS’s control of oil-rich regions has reduced output and led to illegal trade practices, complicating the economic landscape. 

Objective:After nearly three decades since the formation of the Council for the Islamicization of Universities, it is necessary to examine the policy of Islamicization of universities from various angles and dimensions. In this regard, the research question is: what theoretical and practical challenges does the policy of Islamicization of universities face in Iran?Method: To answer this question, qualitative analysis and content analysis of available sources, especially the views of policymakers and experts in this field, have been used, and the necessary investigation has been conducted by analyzing the themes of these views.Results:After nearly three decades since the formation of the Council for the Islamicization of Universities, it is necessary to examine the policy of Islamicization of universities from various angles and dimensions. The research hypothesis is that "the lack of a common understanding of the necessity and possibility of religious science and the Islamic university and its negative policy consequences, the accumulation of policies and the multiplicity and overlap of the duties of decision-making institutions in the matter of Islamicization of universities, the abstract nature of executive assignments, the weak communication between policymakers and stakeholders and actors at the operational level, and the lack of an efficient mechanism for monitoring and evaluating the policy of Islamicization" are among the most important theoretical and practical challenges of the policy of Islamicization of universities.Conclusion: The results indicate that stakeholders do not have adequate participation in decision-making related to this policy. Furthermore, five different institutions are responsible for guiding and overseeing the implementation of the policies, which this institutional multiplicity and policy density creates problems. It is also unclear exactly what guidance and oversight each of these institutions should provide. In reality, there is no clear distinction between the different natures of oversight, for example, macro oversight, executive oversight, etc. At the level of monitoring and evaluation, the Supreme Council of the Cultural Revolution, the Council for the Islamization of Universities, and the Steering Committee for the Comprehensive Scientific Map of the Country have not yet published any monitoring reports or evaluations of the policies for the Islamization of universities. This approach prevents the strengths and weaknesses from being revealed and hinders the possibility of benefiting from the corrective suggestions of researchers and scholars.

Although instructional strategies, obstacles, solutions, and technologies designed to assist students with special educational needs (SEN) learning a foreign language were much discussed both in special and inclusive schools, little evidence addresses how English as a foreign language (EFL) teachers construct their identities as legitimate inclusive school practitioners as they witnessed and encountered a range of disabilities. To fill this void, this study reports on a narrative inquiry scrutinizing how Indonesian inclusive EFL teachers construct their identity in teaching 15 students with SEN. Drawing upon Johnston's framework of teacher identity, this study showcases how inclusive EFL teachers cultivated a positive rapport with students with SEN through the utilization of a personal approach and the incorporation of humor in teacher-student relation. Regarding professionalism, they perceived it as service-oriented by consistently motivating all of their students, particularly those with SEN, exhibited tolerance for the regular ones, and implemented co-education or peer-mediated instruction strategies. In light of teachers’ religious beliefs in English language teaching (ELT), they accomplished well by embedding numerous character values, referred to as profile pelajar pancasila, in English classrooms. The implications of this study are to bring potential implementations of specialized teaching strategies training of professional development for inclusive EFL teachers and differentiated assessment for students with SEN.

INTRODUCTION: Given the increasing natural hazards, there is an increasing emphasis on innovative disaster risk reduction (DRR) initiatives aimed at increasing resilience and recognizing women as key stakeholders in all disaster management activities, although their role remains limited for unclear reasons. Since understanding gender issues and their impact in shaping people's lives is crucial in disaster risk reduction, this study seeks to examine the effective role of women's participation in disaster risk reduction. METHODS: In this descriptive-analytical and library study, factors such as women's empowerment, increasing participation in decision-making levels, improving access to resources and information, and changing traditional attitudes that play a role in reducing women's vulnerability were examined. The necessary data were collected by reviewing relevant parameters in reputable articles, reports and books. The statistical population includes women from disaster-prone countries such as Tamil Nadu (India), Bangladesh, Nepal, Tashkent (Uzbekistan), Ethiopia and other countries. FINDINGS: The findings indicate that women’s vulnerability to disasters is a combination of biological, social, cultural, economic and political factors, and that traditional caregiving roles, gender discrimination and inequalities in access to resources, information and decision-making increase their vulnerability. In addition, disasters impose more severe psychological, social and economic consequences on women. CONCLUSION: According to the results, due to unequal social and cultural structures, women are more vulnerable to natural and man-made disasters. Therefore, disaster management policies and actions must be gender-sensitive. Empowering women, promoting their participation in decision-making, improving their access to resources and information, and changing traditional attitudes can reduce the impact of crises on women and increase the overall resilience of society.