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    Examining the structure of images in the sonnets of the return period by Mostafa Mirdar Rezaei, Farzad Baloo

    Published 2024-05-01
    “…The current research, which is written in a quantitative-statistical way and with a stylistic approach and by examining the geometry of the images of the sonnets of six prominent poets of the return period (Mushtaq Esfahani, Hatef Esfahani, Azar Bigdeli, Soroush Esfahani, Sabai Kashani and Fethullah Khan Shibani), tries to avoid common generalizations regarding the similarity of the poetry of the poets of the period of return to the poetry of the poets of the previous styles, by presenting accurate statistics and It is clear about the amount of use of individual and combined artistic structures by each poet, apart from determining the level and quality of the structure of the images in terms of simplicity or complexity, by comparing the geometry of the images of the sonnets of the poets of this literary school with the structure of the images of the Iraqi and Indian style poets. …”
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    Impact of OER-assisted Problem-based Learning on Creative Thinking and Self-Efficacy in Physics Education by Agung Sedayu, Herpratiwi Herpratiwi, Dwi Yulianti, I Wayan Distrik

    Published 2024-09-01
    “…This study applied quasi-experiment research with pretest-post-test control group design in which 60 students in a public secondary school in Bandar Lampung were involved as the participant. …”
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    Computerized cognitive retraining (ReadON.ai) among children diagnosed with attention deficit hyperactivity disorder by Jagriti Grover, Sampurna Chakraborty, Rushi, Sonia Puar

    Published 2024-12-01
    “…Results: Paired t-test results revealed a significant difference in pre-test and post-test means of attention and concentration (t = -6.873, P < 0.001), working memory (t = -5.771, P < 0.001), learning and memory (t = -12.491, P < 0.001), perception (t = 14.398, P < 0.004), reasoning (t = -3.464, P < 0.018), hyperactivity (t = 11.073, P < 0.001), impulsivity (t = 11.948, P < 0.001), emotional dysregulation (t = 8.242, P < 0.001), anxious thoughts (t = 2.67 P = 0.219), depressed mood (t = 2.924, P = 0.020), school work (t = 7.387, P = 0.001) and peer interaction (t = 4.632, P = 0.006) with medium to large effect size. …”
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