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جو عشق میں تھے جلتے وہ سینے ہیںسو گئے

جلتے تھے عشق میںجو وہ سینے ہیں سو گئے
یوں زندگی کے سارے قرینے ہیں سو گئے
جلتے ہوئے لگا ہمیں یوں نارِ ہجر میں
کہ رک گئے ہیں سال مہینے ہیں سو گئے

The Effect of Physical Activity on the Menstrual Cycle at Martial Art Putri at the University of Muhammadiyah Makassar

Menstruation is a factor that reflects a woman's functional potential which can be influenced by a number of variables including age, family history, socioeconomic status, education, physical activity, personality, exercise, weight, height, stress, infection, percentage of fat distribution and hormonal. Physical exercise or sports affect the menstrual cycle of the participants of  martial art Muhammadiyah. This study aims to determine the effect of physical activity on the menstrual cycle, namely female combatants in the martial art Muhammadiyah arts education. According to research conducted in a number of countries, including other developing countries, it is said that menstrual disorders are quite a problem faced by Hillard women and found that female students show more frequent problems with irregular menstruation.

The Use of a Virtual Learning Environment for Teaching Reading and Writing in English to Syrian Students

Technology supported teaching and learning environments are fast replacing the conventional face-to-face classes throughout the world. The situation is no different in Syria. However, research on educational use of technologies in Syrian context is limited. Therefore, the main purpose of this study was to explore the use of a Virtual Learning Environment (VLE) for teaching reading and writing in English to a group of learners in Syria. Action research was adopted for the study. One cycle of action research could be completed which comprised four phases, i.e.; action planning, action taking, action monitoring and action evaluation. A VLE was created by using a combination of different technology tools such as a wiki and survey tool. Nine learners from the researcher's home city Salamieh, Syria participated in this study. Data were collected through online written semi-structured interviews, observation, reflective journal, test, and learners' work and reflection. The key findings of the study suggest that a teacher can create a VLE by selecting the available tools. VLE offers flexibility for learners who cannot avail formal education opportunities for themselves. Tasks that appeared suitable for reading and writing via VLE were those where learners were able to learn collectively. ICT tools used in the study were suitable for all stages of reading and writing processes. The facilitating factors of using VLE include the potential of VLE to provide individualized and instant learning opportunity. The study also showed that while learners lacked theoretical knowledge about ICT, they knew how to use these tools. Furthermore, a VLE can be used to promote collaboration and group work between learners. Issues related to poor ICT infrastructure and lack of reliable access to Internet in Syria and Pakistan posed problems. These findings have implications for how reading and writing in English could be taught in the Syrian context. Face-to-face activities can be modified to become suitable for VLE. Teacher education programmes will need to be modified to make room for the use of ICT for language teaching purposes. Recommendations for future research include determining the potential of VLEs for encouraging collaborative language learning. Other areas of research are also identified.
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