Volume 6.
Issue 08.

Concern for people with special needs represents a recent global trend that embodies the new concepts of a responsible and sustainable hospitality industry. The study aims to identify the concepts of tourism for people with special needs and its importance, the types of tourists with special needs, explain the concept of hotel services for people with special needs and their types, and determine the reality of the requirements for qualifying services. Hotels for people with special needs. The study relied on the descriptive analytical approach and the survey approach in distributing the electronic questionnaire form to a random sample of athletes with special needs in the Sports City Hotel in Karbala in Iraq (46 items). The study concluded that there was a statistically significant correlation between the qualification requirements Hotel services for people with special needs and the quality of service provided according to the opinions of the study sample of sports guests at the Sports City Hotel in Karbala, and a set of recommendations were presented to raise the efficiency of hotel services to suit the requirements of people with special needs.

The evolving landscape of leasing services necessitates a robust legal framework to accommodate new and innovative models. This paper explores the foundational legal principles required to introduce and regulate emerging types of leasing services. By analyzing current leasing laws and identifying gaps that hinder innovation, we propose a comprehensive framework designed to support the seamless integration of novel leasing services into existing legal systems. Our approach considers the diverse nature of leasing arrangements, technological advancements, and the dynamic needs of both lessors and lessees. Key components of the proposed framework include updated regulatory guidelines, enhanced consumer protection measures, and streamlined processes for approving new leasing products. This study underscores the importance of a proactive legal stance to foster innovation while ensuring compliance and protecting stakeholder interests. Ultimately, our framework aims to create a conducive environment for the growth and sustainability of emerging leasing services, driving economic development and market competitiveness.

The article is devoted to the implementation of the inclusive education system in the Republic of Uzbekistan. Regarding this, foreign and local legal documents, statistical data on the operation of inclusive classes in general education schools are presented, and prospects for the successful introduction of inclusive education are reflected in the future.

Tendon injuries are a common problem among running athletes, as they can disrupt their sports activities and reduce their physical performance. Tendons play a vital role in movement by connecting muscles to bones, so any injury to them can be painful and require a long period of treatment and rehabilitation. Effective recovery from these injuries depends on appropriate medical intervention and appropriate therapeutic techniques, among which are heat treatments, specifically cryotherapy, and heat therapy. Cryotherapy and thermotherapy are two methods widely used to treat sports injuries. Cryotherapy reduces inflammation and pain in the early stages of injury by constricting blood vessels and reducing blood flow to the affected area.

This study aimed to scrutinize the impact of Her Majesty Queen Rania Al Abdullah on improving the quality of education in Jordan through six main initiatives: the Jordan Education Initiative, the Queen Rania Teacher Academy, the Madrasati Initiative, Edraak, the Queen Rania Foundation for Education and Development, and the Queen Rania Award for Excellence in Education. Using a mixed-methods approach, the study combined both quantitative and qualitative data collection techniques. Data were gathered through survey questionnaires and focused group interviews. The sample of the study consisted of 514 teachers randomly selected from schools in Amman and 72 teachers who had directly benefited from Her Majesty’s educational initiatives. The study's findings indicated that Her Majesty Queen Rania Al Abdullah plays a highly significant role in enhancing the quality of education in Jordan. The findings also revealed that Her initiatives have notably improved the educational experience for teachers by offering valuable resources, comprehensive training, and recognition. These efforts have contributed to the development of a more effective and supportive educational system in Jordan.

Receptive skills, particularly reading and listening comprehension, are crucial components of foreign language acquisition. This study explores the interplay between these skills and their significance in language learning by utilizing the scientific literary and analytical–synthetic method. The literature suggests that reading proficiency can enhance other language skills, whereas listening comprehension facilitates foreign language learning through various activities and the use of Information and Communication Technology (ICT). Specific learning disorders, auditory functioning, and instructional materials can influence the development of receptive skills. The relationship between short-term memory (STM) and listening comprehension was also examined, highlighting the importance of enhancing STM capacity in improving listening skills. Additionally, vocabulary knowledge is central to both listening and reading comprehension. The research collectively underscores the importance of targeted strategies and resources to enhance the receptive skills of learners in foreign language contexts. However, individual learner characteristics and prior language experiences may require tailored approaches for effective improvement. While receptive skills are crucial for understanding, some argue that a balanced approach that incorporates both receptive and productive skills may lead to better language outcomes. Although receptive skills are certainly important for comprehension, it can be argued that a more holistic approach to language learning, which includes both receptive and productive skills, may ultimately result in more effective language acquisition. The basic aspects of teaching listening skills involve understanding the cognitive and pedagogical underpinnings of listening comprehension and applying effective strategies, such as top-down and bottom-up processing and a metacognitive approach, to enhance this skill.

Sustainable environmental design solutions are crucial to reducing negative environmental impacts and maximizing the comfort of building inhabitants. This article emphasizes how these practices and ideas affect building performance and delves into the essentials of sustainable environmental design. Energy efficiency, water conservation, sustainable material use, and renewable energy source integration are some of the measures examined in the project, which aim to lessen environmental consequences and promote sustainability.

This study aims to illuminate effective, sustainable design solutions by analyzing current case studies and sustainable building certifications like LEED and BREEAM. Modern ventilation systems, green roofs, and passive solar architecture are just a few examples of the creative ideas shown in these case studies that help make buildings more sustainable. Considerations of economics, regulatory frameworks, and technical developments are among the opportunities and threats that the article lists as consequences of embracing sustainable design approaches.

The findings show that sustainable environmental design offers many economic and social benefits, including reduced operational costs, enhanced indoor air quality, and increased occupant happiness. The paper concludes with suggestions for how sustainable design concepts might be more widely used in architectural practices and policy frameworks to create truly sustainable built environments. It argues for a comprehensive strategy that combines economic, social, and environmental objectives.

Constructivist learning theory posits that learners develop their comprehension and knowledge of the world by reflecting on their experiences. This theory stresses the importance of active, learner-centered education, in which students develop critical thinking skills, solve problems, and build upon their prior knowledge. Constructivist methodologies can substantially improve language acquisition and proficiency in the context of English instruction. This paper investigates the fundamental principles of constructivist learning theory and evaluates its practical applications in English as a Foreign Language (EFL) instruction. The efficacy of critical strategies, including scaffolding, authentic tasks, and collaborative learning, are emphasized in cultivating a dynamic and interactive learning environment. In addition, the adaptability of constructivist methods in various educational environments is examined, allowing educators to customize their teaching strategies to accommodate the distinctive requirements of English language learners. This paper endeavors to provide educators with a comprehensive framework for integrating constructivist principles into their English teaching practices, thereby improving student engagement and language mastery through thoroughly examining literature and case studies.

Research in Language Maintenance and Shift is mainly concerned with the dynamics by which a minority language is either preserved and transmitted across generations or replaced by a dominant language. This study examines this phenomenon within the Moroccan context, specifically among bilingual speakers of Tashlhiyt (an Amazigh variety) and Darija (Moroccan Arabic). The research sample consisted of 300 young males and females of Amazigh origin,  aged 18 to 30, from five higher education institutions in Agadir. A mixed-method design was employed to collect data on the informants' proficiency and use of Amazigh. The findings revealed an ongoing shift towards Darija, particularly in urban settings where the bilingual environment favors the use of Darija over Amazigh.

After 2003, the region adjacent to Iraq entered a new case that differed from its previous era. The occupation of Iraq in 2003 and the waging of war against it created a unique situation in the Middle East and the regional surrounding Iraq. The balances that prevailed were disturbed, and all the relations of the active powers entered from within the region. With a kind of chaos and instability, those countries were not able to predict the outcome of matters or their developments, which led to creating a state of anticipation and confusion and waiting for the situation in the region and the decided results and repercussions of the war on Iraq and the occupation.

This research examined the effect of some curriculum elements and school context on mathematics and science academic performance among 15 years old students. It specifically aimed to demystify the effect of school type, school size, location, economic, social and cultural status, class size, student-teacher ratio, shortage of educational staff, shortage of educational material on students' achievement in science and mathematics. It analyzed the results of the 2018 PISA-Saudi Arabia. The findings revealed weak and moderate associations between the variables. Much importantly, school shortage of educational staff and school economic, social, and cultural status seems to have significant influence  on mathematics and science academic performance.

This study was designed to examine classroom visitations by instructional supervisors and teachers’ effectiveness in the implementation of the competency-based approach in secondary schools in the South West Region of Cameroon. The study was guided by one objective and one general research hypotheses. The mixed method approach particularly the concurrent triangulation design was used for the study. The population of the study comprise of the teachers and supervisors (principals in the South West Region of Cameroon. The target population of this study was made up of secondary school teachers and supervisors (principals or supervisors) selected from the three Divisions of the South West Region of Cameroon. The accessible population of this study will be made teachers and supervisors (principals) from; Fako, Meme, and Manyu Divisions of the South West Region. The sample size of the study will be 305 questionnaires administered to teachers and 12 interviewed guides given to supervisors (principals) from the 12 schools in the three Divisions of the South West Region of Cameroon. The instruments use for data collection were a questionnaire (closed ended questions) for teachers and an interview guide for principals. Data from the close ended questions was analysed using SPSS 23.0, with the aid of descriptive and inferential statistical tools while the interview was analysed thematically. The hypotheses of the study were tested using a non-parametric test (Spearman’s Rho test) presented at 95% level of confidence interval with alpha set at 0.05 levels accepting 5% margin of error. Findings reviled that descriptively, majority of the teachers (69.7%) strongly agreed and agreed that classroom visitation by their principals influence their effectiveness in the implementation of the CBA in secondary schools in the South West Region of Cameroon meanwhile (30.3%) of the teachers said classroom visitation by their principals do not influence their effective implementation of the CBA in secondary schools. Based on principal’s principals’ response if they visit classes to observe teachers all of them categorically said “YES” they visit classes to observe teachers during the teaching learning process. Also most of them indicating that they visit the classroom to observe teachers at list three times a year. Others said they visit the classroom to observe teachers mostly at the beginning of each term. While some of the principals printed out that they visit classes to observe teachers during the teaching learning process thrice a year. Lastly, the hypothetical statistics showed that there is a positive significant relationship between classroom visitations and teachers’ effectiveness in the implementation of the CBA in Secondary Schools in the South West Region of Cameroon with (R-value =0.117*, p-value < .043 < 0.05). The positive sign of the correlation value implies that frequent classroom visitations by principals or pedagogic inspectors would contribute to teachers’ effectiveness in the implementation of the CBA in secondary schools. Thus, this confirmed that rejection of the null hypothesis. while, the alternative was accepted. Therefore, it is recommended that the relevant educational authorities and school administrators should evaluate the quality and impact of the current supervision practices, provide professional development for instructional supervisors and foster a collaborative supervision approach.

In this article it is explained that the Russian military orientalists recorded in their reports valuable information about the geographical location of Afghanistan, its political and administrative management system, as well as detailed information about the various peoples and tribes living in the country, the population of the regions, and their topographical location in their reports. The information of the Russian researchers about the ethnic composition of the Afghan population and their characteristics will later serve as a source for many studies. Most importantly, these data were collected and analyzed by Russian orientalists directly, without any tools, during their trips to the country.

This study examined the efficacy of an integrated method for teaching writing skills in foreign languages. The hypothesis suggests that an integrated method is superior to traditional methods in fostering language acquisition and development. A comprehensive literature review was performed utilizing scientific literature analysis and analytical-synthetic methods to assess the existing research on the effectiveness of integrated writing instruction. According to the findings, providing integrated writing instruction demonstrates substantial progress in writing proficiency, grammar, vocabulary acquisition, and comprehensive language development, particularly in the context of teaching Arabic as a foreign language (AFL) at the tertiary level. Moreover, integrated writing instruction encourages a more holistic and communicative approach to language learning by engaging students in authentic writing tasks and developing their skills in meaningful contexts. The potential benefits of incorporating technology and multimedia resources into integrated writing instruction are also discussed, as these tools can enhance learning experience and facilitate language development. However, the effectiveness of integrated writing instruction may vary depending on the specific context and needs of the learners, and some studies suggest that it may not be as effective for all learners or situations. Further research is needed to understand these variations and to develop more targeted instructional approaches. The findings of this review article provide strong evidence of the effectiveness of an integrated approach to teaching writing skills in foreign languages, highlighting its importance in meeting the evolving demands of language education in a globalized world. However, it is important to note that the effectiveness of integrated writing instruction may vary depending on the specific context and needs of learners. Some studies have found that integrated writing instruction may not be as effective for all learners or in all situations, and further research is needed to understand these variations and develop more targeted instructional approaches.