Kamran Lotfi

  The Ukraine crisis in 2022, by creating a strategic rupture in energy relations, transformed the architecture of European energy security and made the issue of diversifying sources and routes of oil and gas imports a central priority of European Union policymaking. In this context, Iraq, as one of the largest holders of hydrocarbon reserves, is in a position to redefine its role in the emerging European geopolitical order; however, the realization of this capacity faces multilayered structural and competitive constraints. The central issue of the present research is what consequences and requirements the geopolitical developments resulting from the Ukraine crisis have created for Iraq's energy diplomacy and the country's role in the competition for oil and gas tra  ort routes to the European market. This research was conducted with a qualitative approach and descriptive-analytical method and uses a combination of the frameworks of "energy geopolitics", "rival actor theory", "energy security" and "geopolitical realism" to explain the problem. The data were extracted in a library-documentary manner and through systematic collection of official reports of international institutions, reliable energy statistics, Iraqi and European policy documents and specialized analyses and processed based on content analysis and geopolitical analysis of the actors. The findings show that the Ukrainian crisis has created a paradoxical situation for Iraq: on the one hand, unprecedented opportunities have been provided to enhance Iraq's role as a strategic energy partner for Europe, and on the other hand, geopolitical competition between actors such as Turkey and Iran over transit corridors has intensified. At the same time, weak energy governance, Baghdad-Erbil disputes, insecurity of routes, and slow development of transit infrastructure have limited the possibility of transforming Iraq into a sustainable and reliable energy corridor. The research conclusion emphasizes that redefining Iraq's energy diplomacy in the new European order is not a political choice, but a strategic necessity to strengthen the country's national security and economic development. The innovation of the research lies in providing an integrated analysis of the triple nexus of the "Ukrainian crisis", "competition over energy transit routes", and "the transformation of Iraq's energy diplomacy" and explaining its consequences for the future of Iraq's role in European energy corridors.

  Technological developments have always played a decisive role in changing the nature of war and the evolution of military doctrines, but the emergence and maturity of artificial intelligence in recent decades has elevated this trend from the level of gradual changes to a paradigmatic level. Artificial intelligence, as a doctrine-making technology, has penetrated command and control systems, military decision-making, electronic and cyber warfare, space and satellite systems, and autonomous smart weapons, fundamentally transforming the logic of human-centered wars and classic models of deterrence. Hence, theoretical and strategic rethinking of military doctrines and the paradigm of future wars has become an analytical necessity

   Adolescence is a period of transformation characterized by cognitive, emotional, and behavioral changes. In addition to their positive effects, these changes can also impose pressure on adolescents. One of the common issues during this stage is aggression. Aggressive adolescents often lack the ability to control their behavior and tend not to conform to social norms and cultural expectations. Considering the crucial role of adolescents in the country’s future development and the increasing prevalence of aggressive behaviors in society (Vakili et al. 2021), the present study aimed to examine the relationship between negative perfectionism and body image concern with adolescent aggression, with emotion regulation difficulties as a mediating variable, among students in Kermanshah schools. The research employed a correlational design based on structural equation modeling (SEM). The statistical population included all first-year secondary school students in Kermanshah during the 2023–2024 academic year. Using Cochran’s formula, a sample of 380 students was selected through convenience sampling. The instruments used were: the Aggression Questionnaire (Buss & Perry, 1992), the Body Image Concern Inventory (Littleton et al. 2005), the Perfectionism Questionnaire (Terry-Short et al. 1995), and the short form of the Difficulties in Emotion Regulation Scale (Gratz & Roemer, 2016). Data collected through these questionnaires were analyzed using descriptive and inferential methods with    and Mplus software. Model fit indices (?² = 3348.519, DF = 2621, CFI = 0.93, TLI = 0.93, SRMR = 0.07, RMSEA = 0.03) indicated a good model fit. The results showed significant positive correlations between negative perfectionism and emotion regulation difficulties (r = 0.488, p < 0.001), aggression and body image concern (r = 0.480, p < 0.001), emotion regulation difficulties and aggression (r = 0.497, p < 0.001), and emotion regulation difficulties and body image concern (r = 0.428, p < 0.001). There was also a significant positive relationship between aggression and body image concern (p < 0.001). The findings revealed that negative perfectionism was the strongest predictor of aggression in this model. Additionally, body image dissatisfaction indirectly and significantly increased aggression (? = 0.048, p = 0.022), mediated by emotion regulation difficulties. This suggests that dissatisfaction with one’s body reduces the ability to regulate emotions, thereby increasing aggressive behaviors. Likewise, negative perfectionism also had an indirect and significant effect on aggression (? = 0.094, p = 0.018), indicating that it fosters aggression through its impact on emotional dysregulation. These findings, in addition to enriching the theoretical literature, can serve as a basis for designing educational and developmental   programs in schools.Such programs, aimed at enhancing personal   feelings and satisfaction, abandoning unrealistic standards, and optimally employing emotion-regulation strategies, can help reduce aggression among   adolescens.

   چكيده توجه و پيشرفت تحصيلي از مؤلفه‌هاي حياتي موفقيت دانش‌آموزان در دوره ابتدايي محسوب مي‌شوند. پژوهش‌هاي اخير بر نقش اثربخش تمرينات ذهن‌آگاهي، به‌ويژه رويكردهاي مبتني بر عمل، در ارتقاي اين مهارت‌ها تأكيد دارند. هدف اين پژوهش بررسي اثربخشي آموزش ذهن‌آگاهي مبتني بر عمل بر توجه و پيشرفت تحصيلي دانش‌آموزان دختر دوره دوم ابتدايي شهر كرمانشاه بود. اين مطالعه از نوع نيمه‌آزمايشي با طرح پيش‌آزمون-پس‌آزمون و گروه كنترل بود. جامعه آماري پژوهش شامل كليه دانش‌آموزان دختر دوره دوم ابتدايي شهر كرمانشاه با جمعيتي حدود ?????? نفر بود. نمونه‌گيري به روش خوشه‌اي چندمرحله‌اي انجام شد؛ در اين راستا، ناحيه ? از بين سه ناحيه آموزش‌وپرورش شهر كرمانشاه انتخاب شد، سپس يك مدرسه و از آن مدرسه دو كلاس به‌صورت تصادفي برگزيده شدند. حجم نمونه شامل ?? دانش‌آموز (?? نفر در گروه آزمايش و ?? نفر در گروه كنترل) بود. گروه آزمايش به مدت ? جلسه ?? تا ?? دقيقه‌اي، پروتكل ذهن‌آگاهي مبتني بر عمل را دريافت كرد. ابزارهاي اندازه‌گيري شامل آزمون ثبت توجه (سنجش زمان كل، خطاي ارتكاب و خطاي حذف) براي سنجش توجه و نمرات تحصيلي دانش‌آموزان در آزمون‌هاي استاندارد شده دروس فارسي و رياضي براي ارزيابي پيشرفت تحصيلي بود. داده‌ها با استفاده از نرم‌افزار    24 و روش تحليل كوواريانس تجزيه‌وتحليل شدند. نتايج تحليل داده‌ها نشان داد كه مداخله ذهن‌آگاهي مبتني بر عمل تأثير معناداري بر توجه و پيشرفت تحصيلي دانش‌آموزان دوره ابتدايي داشت. اين مداخله منجر به بهبود معنادار توجه شد كه با كاهش خطاي حذف، خطاي ارتكاب و كل زمان آزمون در گروه آزمايش همراه بود. همچنين، تأثير معناداري بر پيشرفت تحصيلي دانش‌آموزان مشاهده شد كه شامل افزايش نمرات دروس فارسي و رياضي در گروه آزمايش در مقايسه با گروه كنترل بود. ميانگين‌هاي تعديل‌شده نيز تأييدكننده عملكرد بهتر گروه آزمايش در توجه (كاهش خطاها و زمان) و پيشرفت تحصيلي (افزايش نمرات) بود (p < 0.001). نتايج اين پژوهش به‌روشني نشان مي‌دهد كه آموزش ذهن‌آگاهي مبتني بر عمل يك رويكرد مؤثر براي ارتقاي توجه و بهبود پيشرفت تحصيلي در دانش‌آموزان دختر دوره دوم ابتدايي است. اين يافته‌ها شواهد علمي ارزشمندي را براي طراحي و اجراي برنامه‌هاي آموزشي مبتني بر ذهن‌آگاهي در مدارس ابتدايي ايران فراهم مي‌آورد و مي‌تواند براي معلمان، مشاوران تحصيلي و برنامه‌ريزان آموزشي در جهت ارتقاي عملكرد شناختي و تحصيلي دانش‌آموزان مفيد باشد. كليدواژه‌ها: ذهن‌آگاهي مبتني بر عمل، توجه، پيشرفت تحصيلي، دانش‌آموزان ابتدايي.

  encing the Level of Political Participation in the Naysar i Thesis Title: ghborhood

   Abstract: The purpose of the research: The purpose of the present study is to evaluate Persian academic textbooks in the field of Knowledge and Information Science Studies based on the desirable criteria for compiling such books. Research Methodology: The research was conducted using a library method and content analysis. The instrument for this research is a checklist for evaluating academic textbooks, which was adopted from a related study selected from a large number of conducted studies. This checklist includes formal, editorial, and content criteria, each containing several components, against which the research population was examined. The population under study in this research includes all available and accessible books published by SAMT Publications, comprising 53 academic textbooks in the field of Knowledge and Information Science, which were examined and evaluated using the selected checklist. Research Findings: The analysis of academic textbooks in the field of Knowledge and Information Science Studies, published by SAMT, revealed that, overall, the three criteria—physical appearance, writing quality, and content—were observed to a certain extent in these works. However, a closer examination of the internal components of these criteria highlights specific aspects that require greater attention and revision. For instance, within the physical appearance criteria, the highest score was associated with the alignment of the book’s format with its content volume. This suggests that publishers have primarily focused on technical and standardization aspects of book production, likely due to their direct impact on printing and production processes. Conversely, components such as the alignment of cover design with the book’s subject received lower scores, indicating that aesthetic and visual considerations have yet to achieve a consistent and professional presence in these textbooks. Regarding writing quality, most textbooks demonstrated strong performance in adhering to linguistic rules and academic writing principles, which may reflect the authors’ familiarity with scholarly writing conventions or the contribution of professional editors. Nevertheless, in areas related to originality and creativity of style, the performance was weaker, with most texts presenting a uniform tone and structure, lacking significant effort toward developing a distinctive voice or innovative presentation of content. In terms of content quality, the highest score corresponded to the component assessing publisher evaluation and publication date relative to the subject area. This finding underscores SAMT’s diligence and expertise in ensuring alignment between textbook content and current educational needs. In contrast, components such as presenting new questions or introducing fresh perspectives received the lowest scores, reflecting a tendency of most textbooks to follow traditional educational frameworks, with limited emphasis on scientific innovation or fostering critical thinking in readers. Conclusion: The results of this study show that the academic textbooks in the field of Knowledge and Information Science science published by SAMT are, overall, of desirable quality. Adherence to acceptable formal and editorial standards, along with a cohesive content structure, has made these books reliable resources in higher education. However, a closer examination of the components suggests that some elements still require serious attention and improvement, particularly in areas such as visual design, innovation in content presentation, and creating a more intellectually challenging environment for readers. These aspects not only make educational resources more engaging but also enhance the learning experience and increase student engagement with the content.

   Post-Cold War, the Islamic Republic of Iran has pivoted its foreign policy towards the East, seeking to forge strategic partnerships with China. This strategic shift aims to counterbalance Western influence and enhance Iran's global standing. Concurrently, China has adopted a new approach to partnerships, prioritizing nations that can offer market access, resources, and investment opportunities. Iran's substantial market has positioned it as a key partner for China. As a developing nation, Iran has prioritized its relationship with China while safeguarding its core principles. Through expanded strategic cooperation, Iran seeks to secure Chinese support in international institutions and advance its political and economic objectives. China, as an emerging global power, aims to fulfill its strategic goals, including energy security and a more prominent role in the Middle East, by deepening ties with Iran. Research findings reveal that China has established partnership agreements with over a hundred countries and regional organizations, highlighting the centrality of partnership diplomacy in its foreign policy. Furthermore, the study demonstrates that a nation's foreign policy orientation is dynamic and subject to shifts in national interests. Given Iran's geostrategic and geoeconomic significance in the Middle East and China's growing global influence, this study examines the extent to which China's actions align with Iran's regional and international objectives, considering the complexities and constraints of their bilateral relationship. The central research question is: What are the underlying motivations and objectives of Iran and China in pursuing expanded strategic cooperation? The findings suggest that Iran seeks to bolster its international standing through this partnership, while China aims to secure a reliable trading partner in the Persian Gulf region. This qualitative research employed a library-based methodology, drawing on academic literature, official documents, and online scholarly resources. The study aims to provide a comprehensive analysis of the strategic partnership between Iran and China. Keywords: Eastward policy, Iran-China relations, bilateral relations, trading partner, strategic cooperation

   1   Abstract The aim of the present study was to compare mental health, problem-solving skills, and quality of life in elderly single-child and multi-child residents of Kermanshah city in 1403. The research design was a quasi-experimental post-event study. The statistical population of the study included all elderly women aged 60 years and above in Kermanshah province who had at least one child. A sample of 150 people was selected from them using convenience sampling and divided into two groups with one child and multiple children. The required data were collected using the World Health Organization Quality of Life Questionnaire (WHO-QOL-BREF) Short Form, the Keyes Mental Health Questionnaire (MHC-SF) Short Form, and the He  er and Peterson Problem-Solving Skill Scale (PSI) and then analyzed in    software using the analysis of variance statistical method. The results of the study showed that there was a significant difference between the dimensions of mental health variables, problem-solving skills, and quality of life in the two groups of elderly people with one child and multiple children, such that the average of the variables compared in the group of elderly people with multiple children was higher than in the group of elderly people with one child. Conclusion: Therefore, it can be concluded that a larger number of children can have a positive effect on increasing mental health, problem-solving skills, and quality of life due to the creation of greater social support. Keywords: Mental health, problem-solving skills, quality of life, elderly people with one child, multiple children, Kermanshah city.

   Students, as one of the important pillars of society, have a critical position and an influential role in achieving the goals of the country's education system. One of the issues that the country's education system faces is the issue of student procrastination. Academic procrastination, as the deliberate postponement of academic assignments and duties, despite awareness of its consequences, is a common problem among students. In this regard, the present study aimed to investigate the relationship between cognitive emotion regulation strategies and academic self-regulation with academic procrastination in high school students in Kermanshah, with the mediating role of self-efficacy. The present study was classified as a basic research in terms of its purpose and as a descriptive correlational research in terms of data collection, using structural equation modeling (SEM). The statistical population included all high school students in Kermanshah who were studying in the academic year 1402-1403. Among them, 310 students were selected by multi-stage cluster random sampling method. The sample members completed the Solomon and Rothblum academic procrastination questionnaire (1984), Garnevsky cognitive emotion regulation questionnaire (2001), Savari and Arabzadeh academic self-regulation questionnaire (2013), and Sherer et al. self-efficacy questionnaire (1982), which were distributed through a specific process and the data obtained from them were analyzed in two descriptive and inferential ways with   -28 and AMOS-24 software. The findings showed that the assumed model of this study has a good fit in the studied sample. In addition, studies showed that cognitive emotion regulation strategies are related to academic procrastination, and self-efficacy plays a significant mediating role (p<0.05) and academic self-regulation also has a significant relationship with procrastination through the mediation of self-efficacy (p<0.05). Based on the findings of this study, by strengthening students to correctly use cognitive emotion regulation strategies and academic self-regulation skills, and subsequently increasing self-efficacy, procrastination can be reduced in them.

  Cognitive rehabilitation or advancement is a method that was created by integrating cognitive neuroscience with information technologies and is used to enhance brain capabilities in the field of cognitive functions, including perception, attention, alertness, memory, etc., and it seems that it can be effective in improving the performance of people with learning disabilities. The purpose of the research was to determine the effectiveness of cognitive computer games on improving the executive functions of children with reading disorders in Marivan city. The research method used in this study is quantitative, which was conducted through a semi-experimental research design using pre-test-post-test and control group. The statistical population consisted of all dyslexic male and female students referred to the Marivan city learning disorders center in the academic year 1402-1403. Among these students, 24 students were selected according to the inclusion and exclusion criteria and by random sampling method and were randomly placed in two experimental and control groups. The experimental group was subjected to 12 sessions of 45 to 60 minutes of intervention with a set of 10 cognitive games "My Brain". While the control group did not receive this training. The tools used in this study include the Reading and Dyslexia Test (Moradi and Karami, 2008), the Executive Function Questionnaire Brief Form for Teachers (Balster Gerard, Gioia Peter, Isquis, Steven, Guy, and Converse, 2000) and the set of 10 cognitive games "My Brain". Data analysis was performed using multivariate analysis of covariance. The results showed that cognitive computer games caused a decrease in the scores of impairment in working memory, planning, and organization. Also, cognitive computer games caused a decrease in the scores of impairment in inhibition and attention transfer. In other words, cognitive computer games improve and strengthen inhibition and attention transfer. Keywords: Dyslexia, cognitive computer games, learning disorders, executive functions.

   ¨ Abstract Investigating the category of historical movement is one of the topics of the philosophy of history; Philosophizing and thinking about history leads to the emergence of two types of philosophical knowledge about history. Since the word "history" is one word and has two different meanings، one means the existence of history and the historical world of mankind، and the other meaning of the word "history" means the science of history. Based on these two meanings of the word "history"، we have two types of philosophy in We are dealing with history، a theoretical philosophy of history that deals with thinking about the macro rules governing the fate of history and human life in terms of how history begins، moves، ends، and ends. The second type of philosophy of history is of the philosophy of science، which is about the philosophy of history and deals with the category of history and philosophy and the usefulness of history and the understanding mechanism and the work of understanding historical knowledge، which is different from the philosophy of the historical world and the existence of history. The first one is called theoretical philosophy of history and the second one، which is about science and about the science of history، is called philosophy of history or critical philosophy of history. The purpose of the philosophy of history here is the same as the theoretical philosophy of history. The theoretical philosophy of history deals with various issues، and in this research، it is intended to focus only on one of the outstanding issues of the theoretical philosophy of history from the perspective of the Qur'an، that is، "the movement of history، which is one of the most important issues." Theoretical philosophy is considered to be history. In theoretical philosophy، historical existence is usually considered as a being that has life and movement، therefore، in the philosophical study of history، from a theoretical point of view، we seek to know where history goes with its movement? How does it go and follow Which is the end? In the end، what are the factors and elements that are effective in the movement of history and society in the Quran، and what is the driving force of history in this movement? Whether history is moving towards excellence and progress from the perspective of the Qur'an، or whether it is moving towards historical decline and decay. What is the path of human progress in history and what is its path of degeneration? What is the view of the Qur'an in terms of progress and excellence and its relationship with downward and decadent movements in history and society? Finally، what is the difference between the concept of the movement of history from the perspective of the Qur'an and the idea of the movement of history in other theoretical systems? The focus of this research will be the movement of history as one of the prominent topics and issues of the theoretical philosophy of history، which clarifies the path and goal that society and human history should follow and defines the way to go and boast towards that goal. He knows the slowness and factors and obstacles and the path of excellence and perfection from the path of decline and fall. Therefore، the present essay seeks to discuss and examine the topic of "the movement of history from the perspective of the vision and vision of the Islamic school of revelation based on the holy book of Muslims (Quran) in terms of its movement and its exalting and degenerate dimensions in history. to give Keywords: driving factors of history، purposefulness، legality، orbital tradition، teleology، streamology، eschatology      

  With the aim of better understanding the prediction of suicidal thoughts among students of Ilam city, this research investigated the role of sense of coherence, documentary styles and cognitive regulation of emotion as a mediating factor. This study used the descriptive-correlation method with the structural equation model approach. The statistical population of this research was all the students of different universities in Ilam in the years 1402-1403. Among this society, 384 students were randomly selected by stratification. Data were collected using standard questionnaires, including Beck et al.'s suicidal ideation questionnaire (1979), Antonovsky's sense of coherence questionnaire (1993), Patterson et al.'s (1983) documentation style questionnaire, and Garnevsky and Kraij's cognitive emotion regulation questionnaire (2006). Data analysis was done using Pearson's correlation coefficient tests, confirmatory factor analysis, path analysis and structural equation model in    and AMOS software. The results showed that the structural model for predicting students' suicidal thoughts, based on the sense of coherence and attributional styles with the mediating role of cognitive emotion regulation, has a good fit. Specifically, the sense of coherence and attributional styles not only directly affect suicidal thoughts, but they can also affect these thoughts through the cognitive regulation of emotion. These findings indicate the importance of understanding and intervening in these factors to prevent suicidal thoughts among students. Key words: suicidal thoughts, attributional styles, sense of coherence, cognitive regulation of emotion