پروانه عبدالمالكي

   Literature is a product of the social and political conditions of its time, and many of the social realities of a nation are reflected in its literary and artistic works. Today, fiction, particularly the short story, is regarded as one of the most significant genres of literature. Despite its structural brevity and the limited use of narrative elements, the short story employs the same fundamental principles and techniques of storytelling as other forms of fiction. Therefore, the arrangement and function of narrative elements within short stories provide a valuable subject for literary analysis. Ghassan Kanafani was one of the most committed writers associated with the Palestinian resistance movement, dedicating his literary talent to promoting national ideals and the noble culture of Palestinian resistance. Given the large number of his short stories, the present study focuses on two selected works, Al-Munzaliq and Al-'Arus, both of which embody humanitarian and freedom-seeking values while portraying the alienation, deprivation, and displacement experienced by the Palestinian people. Using a descriptive-analytical approach, this study examines and analyzes the narrative elements employed in these two short stories. The findings reveal that Kanafani skillfully utilizes narrative techniques to achieve his artistic and ideological objectives. The omniscient narrator possesses complete knowledge of both external events and the characters' inner thoughts, conveying them effectively through vivid descriptions and carefully constructed scenes. Various forms of conflict, including psychological and personal struggles, are presented alongside the effective use of suspense through the characters' actions and dialogue. Dialogue, whether in the form of internal monologue or interpersonal conversation, serves as one of the principal narrative devices, contributing to the development of the stories' themes and the revelation of the characters' personalities. Kanafani's realistic narrative tone, together with his effective use of symbolism, constitutes another distinctive feature of his storytelling. Furthermore, his focus on social issues arising from colonial domination, combined with his powerful depiction of setting and atmosphere, represents another prominent characteristic of these stories.

   Abstract Purpose: This study aims to assess the effectiveness of social media literacy training on cognitive warfare among students at Razi University. Method: This study is an applied research in terms of its objective. It employs a quasi-experimental design, specifically a pre-test/post-test control group design. The participants were selected using a convenience sampling method. A total of 32 students were chosen during the 2024-2025 academic year and were randomly assigned to either a control group (n=16) or an experimental group (n=16). For data analysis, both descriptive and inferential statistical tests were utilized. Findings: The findings indicate that social media literacy training has a significant positive effect on enhancing students' ability to counter cognitive warfare. However, a more detailed analysis revealed a more complex picture. The educational intervention did not have a significant impact on five (Navigation, Curation, Appraisal, Comprehension and Creation) of the six components of social media literacy. In contrast, the only component significantly affected by the training was the interaction dimension, suggesting a change in users' social behavior in the virtual space. Conclusion: The findings of this study indicate that social media literacy training positively and significantly enhanced students' ability to counter cognitive warfare. However, a more detailed analysis of the components revealed that this overall effect did not stem from an improvement in cognitive skills such as Navigation, Appraisal, or content comprehension, as the educational intervention had no significant impact on these dimensions. Conversely, the interaction component was the only one that showed significant improvement. This key finding suggests that the students' increased resistance to cognitive warfare is rooted not in the enhancement of critical content analysis abilities, but rather in a shift in their behavioral patterns and social interactions within the Social Media. Keywords: Cognitive Warfare, Social Media Literacy, Media Literacy Education, Creation, Razi University Students. Abstract Purpose: This study aims to assess the effectiveness of social media literacy training on cognitive warfare among students at Razi University. Method: This study is an applied research in terms of its objective. It employs a quasi-experimental design, specifically a pre-test/post-test control group design. The participants were selected using a convenience sampling method. A total of 32 students were chosen during the 2024-2025 academic year and were randomly assigned to either a control group (n=16) or an experimental group (n=16). For data analysis, both descriptive and inferential statistical tests were utilized. Findings: The findings indicate that social media literacy training has a significant positive effect on enhancing students' ability to counter cognitive warfare. However, a more detailed analysis revealed a more complex picture. The educational intervention did not have a significant impact on five (Navigation, Curation, Appraisal, Comprehension and Creation) of the six components of social media literacy. In contrast, the only component significantly affected by the training was the interaction dimension, suggesting a change in users' social behavior in the virtual space. Conclusio