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The current research aims to reveal the grammatical structures and their stylistic significance in one of the Andalusian prose products, represented in the imperatives of Zaraqusti (d.: 538 AH), through three axes, for example (syntactic parallelism - structural structure - conditional structure) based on the nominal and verbal sentences. Which are considered the main focal point for all grammatical structures, which created a continuity between the propositional text and the forum, according to a conversational style, such as a case of merging between these structures and stylistics. [ABSTRACT FROM AUTHOR]

The present research aims to improve the executive functions and constructive thinking skills of gifted middle school students through a brain-based learning program. The research sample consisted of (20) male and female students, whose ages ranged between (12-14) years, with an arithmetic mean of (13.3) and a standard deviation of (0.8). They were divided into two equal groups: an experimental group and a control group, each consisting of (10) students. The research tools included the Raven's Progressive Matrices Test (Arabic translation and standardization by Emad Hassan, 2016), the Renzuli Scales for Gifted Traits (prepared by the De Bono Center for Teaching Thinking, 2017), and the Executive Functions and Constructive Thinking Scales, as well as the training program (prepared by the researcher). The results showed statistically significant differences between the mean ranks of the experimental and control groups in the post-test for both executive functions and constructive thinking in favor of the experimental group. The results also confirmed the effectiveness of the prepared program, as there were no statistically significant differences between the post-test and follow-up assessments. [ABSTRACT FROM AUTHOR]

Educational policies are among the new concepts in the strategic planning of the state in general and education in particular, and the demands addressed in this research establish an Islamic methodology and intellectual vision stemming from the basic goal of the teaching and learning process, which is community service. The researcher discussed the Qur’anic foundations of educational policies and the rooting of this concept in the Islamic heritage, based on the hadiths and biography of the Noble Prophet Muhammad, peace and blessings of God be upon him and his family, as well as the biography of the righteous predecessors As well as in the context of rooting the social structure in Islamic thought, which considers the educational institution to be the second institution after the family, which raises the structure of society, we transform advancement, prosperity and progress by providing society with the outcomes of the educational process from specialized and qualified human resources to sustain the momentum of development. Finally, the discussion comes in the context of adopting theories of promoting social responsibility, which educational policies contribute directly to through the vision they provide for the future. [ABSTRACT FROM AUTHOR]

Background: The researcher’s previous study indicated that couples in a relationship where one partner is diagnosed with borderline personality disorder (BPD) experience intra- and inter-personal difficulties affecting interaction with self and others. Therefore, constructive intra- and inter-personal relationships are essential to facilitate the mental health of couples in a relationship where one partner is diagnosed with BPD. However, the concept has not been defined and applied in caring for such couples. Aim: The study aims to clarify its meaning by identifying and defining the central concept of ‘facilitation of constructive intra- and inter-personal relationships’. Setting: The researcher used results from a previous study that explored the experiences of couples in a relationship where one partner is diagnosed with a mental illness to identify and define the central concept. Methods: The concept was examined using analysis, synthesis, and inductive reasoning strategies, which were applied in two phases. Results: The central concept of ‘facilitation of constructive intra- and inter-personal relationships’ for couples where one partner is diagnosed with BPD was identified and defined using a dictionary and subject definitions. Conclusion: Identifying and defining the central concept is essential to developing a model to facilitate constructive intra- and inter-personal relationships. Contribution: The concept ‘facilitation of constructive intra- and inter-personal relationships’ is unique in its form and valuable for developing a model that can be used as a guiding tool for psychiatric nurses to facilitate the mental health of such couples. Furthermore, the model could benefit other relationships experiencing intra- and inter-personal challenges.

Copyright of Journal of Arabian Sciences Heritage is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It cannot be nullified that the peer review process is characterized by reviewers who tend to destructively assume the role of researchers. In so doing, this behavior undermines the intellectual ability of researchers, especially novice researchers, who dedicate their time attempting to contribute to scholarly epistemology. Effectively, this concerning behavior of assuming the role of a researcher denotes that the reviewers downplay the reality that researchers certainly know something; no matter how little or greater it is. Thus, it is not fair-minded for reviewers to regard themselves as if they are gods of knowledge. With this in mind, this particular paper aims to explore and open a dialogue concerning the challenge of reviewers who destructively assume the role of an author or researcher, thereupon sabotaging the peer review process by imposing their personal scholarly interests. This is against the reality that such conduct deters potential epistemologies that could make a constructive social impact within and outside the arena of scholarship. In parallel, such behavior from the reviewers may lead to the rejection of scholarly contributions that can generate change and transformation in the academic community. By the same token, the rejection of papers, in large part, by the recommendations of destructive reviewers who assume researchers’ roles may demoralize novice researchers who have a strong determination to construct and assemble original, and innovative insights into the body of knowledge. In view of this fact, reviewers ought to appreciate the importance of recognizing the voices and narratives of the authors without imposing their personal interests that could sabotage the quality and publication of valuable and well-deserving scholarly papers. On account of this, I conclude this scholarly dialogue by presenting some of the recommendations that may be considered to mitigate the problematized phenomenon. [ABSTRACT FROM AUTHOR]

Online learning is becoming more and more popular than traditional learning, and the need to investigate its influence within the framework of instruction and learning domains is — in today's emerging, cutting-edge technology world — an academic trend. The current study's problem intends to explore the impact of virtual versus traditional learning on the academic achievement of EFL students, a subject that has garnered substantial attention from English Language Teaching (ELT) researchers. This study aims to clarify if EFL students' academic progress in a listening skills classroom is influenced by traditional or online learning. The present research compiled information on how EFL students performed when English language teaching took place online as opposed to in a traditional classroom environment. This study, using an experimental research design with (N = 30) pairs of students (both male and female), was held at Najran University, KSA, in the academic year 2022–2023 b y using probability (random sampling). This study used pre-and post-tests to gather data from the subjects of the study, bifurcated into controlled and experimental groups employing the two modes of teaching, viz., online and traditional. The findings of the investigation proved that the experimental group achieved better performance compared to the control group in terms of results and scores. There are no significant differences based on gender. In addition, (N = 20) teachers teaching listening skills to EFL learners participated in semi-structured interviews. The qualitative analysis enlisted flexibility, accessibility, effective communication, collaboration, monitoring of student progress, and the use of a blackboard as constructive elements, followed by maintenance costs, wastage of available resources, long-term engagement, limited face-to-face interaction, and demotivation as critical perspectives. According to the findings of this research, the author recommends further studies with more variables.

Background: With the beginning of the 21st century, the necessity of transformation in education has become clear to everyone, and technology is the starting point of this transformation. The current research was conducted with the aim of investigating the relationship of e-learning with the perception of a constructive environment with the mediating role of learner and teacher abilities in high schools of Kerman city. Methods: This correlational study was performed using structural equation model between from 2021 to July 2020. The samples were 150 high school principals, experts, teachers, and students of Kerman city high schools in 2021 who were selected via convenience sampling. of these, 30 were experts and school teachers, and 120 subjects were high school students. The research tool was a 45-questions researcher-made questionnaire of the factors related to the enrichment of online education and a questionnaire of the perception of the constructivist learning environment based on the facts and Karsheki (2014). The face validity of the researcher-made questionnaire was confirmed based on the experts’ opinions, and the exploratory factor analysis confirmed the 4-factor structure of the questionnaire. The reliability of the questionnaire was confirmed based on the calculation of Cronbach’s alpha coefficient. Data analysis was done using structural equation modeling method in AMOS software. Results: Using structural equation modeling, the relationship between family structure, educational system, learner ability, teacher ability, and perception of constructivist learning environment was investigated. The values of path coefficients and indirect effects showed that family structure with path coefficient (0.45) and educational system with path coefficient (0.18) indirectly influenced the perception of constructivist environment through the ability of the students. Also, the educational system with path coefficient (0.26) indirectly influenced the perception of constructivist environment through the teacher’s ability. The mean and standard deviation of the sample group’s scores in the variables of learner ability, teacher ability, and perception of constructivist learning environment were 27.39 and 4.10, 21.37 and 4.08, and 79.05 and 7.79, respectively. These variables included different dimensions that had a score range between 2 to 10, 2 to 4, and 10 to 50. Conclusion: Designing and managing various processes of the online learning system, keeping in mind the empowerment of various dimensions related to this system, namely knowledge, learner, teacher, and family.

Background: With the beginning of the 21st century, the necessity of transformation in education has become clear to everyone, and technology is the starting point of this transformation. The current research was conducted with the aim of investigating the relationship of e-learning with the perception of a constructive environment with the mediating role of learner and teacher abilities in high schools of Kerman city. Methods: This correlational study was performed using structural equation model between from 2021 to July 2020. The samples were 150 high school principals, experts, teachers, and students of Kerman city high schools in 2021 who were selected via convenience sampling. of these, 30 were experts and school teachers, and 120 subjects were high school students. The research tool was a 45-questions researcher-made questionnaire of the factors related to the enrichment of online education and a questionnaire of the perception of the constructivist learning environment based on the facts and Karsheki (2014). The face validity of the researchermade questionnaire was confirmed based on the experts' opinions, and the exploratory factor analysis confirmed the 4-factor structure of the questionnaire. The reliability of the questionnaire was confirmed based on the calculation of Cronbach's alpha coefficient. Data analysis was done using structural equation modeling method in AMOS software. Results: Using structural equation modeling, the relationship between family structure, educational system, learner ability, teacher ability, and perception of constructivist learning environment was investigated. The values of path coefficients and indirect effects showed that family structure with path coefficient (0.45) and educational system with path coefficient (0.18) indirectly influenced the perception of constructivist environment through the ability of the students. Also, the educational system with path coefficient (0.26) indirectly influenced the perception of constructivist environment through the teacher's ability. The mean and standard deviation of the sample group's scores in the variables of learner ability, teacher ability, and perception of constructivist learning environment were 27.39 and 4.10, 21.37 and 4.08, and 79.05 and 7.79, respectively. These variables included different dimensions that had a score range between 2 to 10, 2 to 4, and 10 to 50. Conclusion: Designing and managing various processes of the online learning system, keeping in mind the empowerment of various dimensions related to this system, namely knowledge, learner, teacher, and family. [ABSTRACT FROM AUTHOR]

In [17], we introduced an extensional variant of generic realizability [22], where realizers act extensionally on realizers, and showed that this form of realizability provides inner models of $\mathsf {CZF}$ (constructive Zermelo–Fraenkel set theory) and $\mathsf {IZF}$ (intuitionistic Zermelo–Fraenkel set theory), that further validate $\mathsf {AC}_{\mathsf {FT}}$ (the axiom of choice in all finite types). In this paper, we show that extensional generic realizability validates several choice principles for dependent types , all exceeding $\mathsf {AC}_{\mathsf {FT}}$. We then show that adding such choice principles does not change the arithmetic part of either $\mathsf {CZF}$ or $\mathsf {IZF}$. [ABSTRACT FROM AUTHOR]

It cannot be overthrown that South African education – basic and higher – plays a central role in generating constructive social impact. Global education is no exception to this endeavor given that each country’s education system is interlaced with the global standards and norms. In the same vein, it cannot be downplayed, that South Africa’s education has been characterized by colonial and apartheid structures that sought to advance social injustices, such as the exclusion of underprivileged communities, Black South Africans and indigenous languages, among many other determinants. In view of this fact, it remains consequential to recurrently re-visit this system in a bid to underline some of the intricacies that exist within it, while attempting to solve any identified challenges. Bearing this in mind, this article aims to harness the power of South African education in respect of social change; and illustrate how and why it remains a vehicle that can be regarded and utilized to create social change, cohesion and consciousness. Argumentative research technique is employed herein, while critical pedagogy as a theoretical framework is applied to advance the discussions of the article. The principal findings and discussions, among others, underscore that learners and students should be provisioned with an education system that contests and addresses contemporary social injustices, such as gender-based oppression, unemployment, poor healthcare system and fragile economy, among other challenges. In this way, this significant component of social and human existence becomes more inclusive and pertinent in contemporary terms. The closing remarks underscore the necessity to continue debating issues that pertain to education in an attempt to lucidly outline its constructive outcomes. [ABSTRACT FROM AUTHOR]

This is a survey of formal axiomatic systems for the three main varieties of constructive analysis, in a common language and with intuitionistic logic, which are as nearly as possible compatible with classical analysis and with one another. Classically sound consequences of principles of intuitionistic mathematics are emphasized. Compatibility with classical analysis is of two kinds. On the one hand, Bishop's constructive mathematics and a very substantial part of intuitionistic analysis are classically correct, sharing with constructive recursive mathematics a neutral subsystem adequate for recursive function theory and elementary real analysis. On the other hand, each constructive system considered here is separately consistent with the negative interpretation of each of its classically sound subsystems, establishing internal compatibility with the classical context it is intended to refine. A possibly new criterion for the transposability of unique existential quantifiers and a recent theorem of Vafeiadou on the internal compatibility of classical and intuitionistic analysis are included. This article is part of the theme issue 'Modern perspectives in Proof Theory'. [ABSTRACT FROM AUTHOR]

The passing on of knowledge and expertise from instructors to students is one way to think about the teaching and learning process. A combination of multiple parts is the term used to describe the process through which a teacher identifies and creates the learning goals, prepares instructional materials and puts the teaching and learning strategy into action. Nevertheless, education is a field one must consider the most crucial aspect of learning. In order to determine whether or not teaching at the higher education level is adequate, the objective of this research was to conduct a literature search on pedagogy, inclusive practices, and a variety of academic publications. This research aims to assess the teaching abilities of professors working in higher education settings. The study analyzed the theory by using literary genres and experimental research procedures (mostly introspection) while also attempting to strengthen the practice via university experiences. The study's findings indicate that providing students with constructive and suitable feedback for development and the opportunity to participate in roleplaying activities has a significant and positive impact on the levels of confidence and self-esteem that student's exhibit. Additionally, it was shown that an inclusive atmosphere encourages inclusivity and improves the academic success of both students and teachers. [ABSTRACT FROM AUTHOR]

Creativity has a negative impact if children's basic abilities are not developed early. Children's activities that still tend to be monotonous cause children to get bored easily. This study aimed to determine the level of creativity in early childhood through constructive games at Mutiara Hati Kindergarten, Bandar Lampung. The activities can positively influence children's creativity, so the happier children are in play, the better their creativity will be. This research is a case study research involving three teachers and 15 students. The data were collected through observation, interviews, and document analysis to be analyzed qualitatively using data reduction, display, and concluding. The results showed that children's creativity could be increased through constructive games where they can imagine carrying out these activities so that their creativity develops according to their age. Furthermore, constructive games give children the freedom to explore their potential. Children's creativity is marked by increasing their understanding of the process of constructive play by playing with blocks and plasticine.

Indonesia’s age demographic bonus increases in 2021, it indicates a positive signal towards the higher proportion of productive age which has implications for increasing competitiveness and bargaining power of the Indonesian people. Since the Covid-19 pandemic, technology has been widely used in the teaching and learning process. As an effort to improve the learning process, support from several aspects is needed, one of the important things is the learning model itself. The virtual face-to-face learning model (Online) adopted in this study includes 4 stages (4P) namely Pembukaan (opening), Pendalaman (deepening), Penerapan (application), and Perenungan (reflection), supported by the use of technology in teaching and learning activities. This study aims to determine the effectiveness of the learning process using the 4P learning model, and the use of technology in improving knowledge, skills, and attitudes in the student learning process. The research method was implemented through limited trials on 2 subjects: Risk Management and Sustainable Tourism Management, by adapting the classroom action research model. While the data analysis used in this research is descriptive analysis. From the research, it was found that there was an increase in students' pre-test and post-test scores for two courses, this concluded that the 4P learning model succeeded in increasing student competence and could be applied in various courses at different times.

Higher Education must respond to global dynamics that cause profound transformations in the knowledge, interactions and life of people, communities and ecosystems. In critical environments, Universities need to learn to become agents of the future in the face of the challenges of producing global public goods and protecting the global commons. Education as a global common good and constructive interdependence are references to assume global challenges that go beyond the Nation State and require promoting internationalization as a requirement of adaptation and transformation for which higher education institutions are obliged. [ABSTRACT FROM AUTHOR]

The article analyzes the processes in modern culture and in education. The author accentuates the mission of education in the process of acculturation, shows such values of modern education as constructivism and creative activity, which can form the Man of Culture. Special attention is paid to the position of educational institutions with a creative bias, such as institutes of Arts and Culture, which provide training of specialists with a great creative potential. The author strongly argues that most of the formalized criteria used for the educational institutions assessment are not applicable for such special institutes. The quality of educational process there should be evaluated according to special criteria taking into consideration the specificity of educational programs.

This double issue of Artifact: Journal of Design Practice contains six revised and double-blind peer-reviewed articles linked to the ninth biannual conference of the Nordic Design Research Society (NORDES). The conference, titled Matters of Scale, was held in the Danish City of Kolding in August 2022. This NORDES issue is a result of a series of constructive dialogues between the journal’s editorial team and the NORDES community around the need for more publication venues explicitly invested in high quality practice-based, constructive design research. In addition to the research articles, the issue also includes a reflection paper on an art installation as a new type of format in the journal. This format is intended to support the journal’s aim to provide a platform for sharing and discussing artistic (design) project work without going through a traditional peer review process.

In a general stochastic multistate promoter model of dynamic messenger ribonucleic acid (mRNA)/protein interactions, we identify the stationary joint distribution of the promoter state, mRNA, and protein levels through an explicit "stick-breaking" construction perhaps of interest in itself. This derivation is a constructive advance over previous work where the stationary distribution is solved only in restricted cases. Moreover, the stick-breaking construction allows us to sample directly from the stationary distribution, permitting inference procedures and model selection. In this context, we discuss numerical Bayesian experiments to illustrate the results. [ABSTRACT FROM AUTHOR]

Simulation approaches generally fall into two categories: discrete time or discrete event. For military modeling and simulation needs, the two approaches typically align with virtual simulation, which implies human interaction with the simulation program, and constructive simulation, which implies no human interaction. The Air Force Research Laboratory develops and distributes AFSIM (Advanced Framework for Simulation, Integration, and Modeling) to a user community that uses both virtual and constructive simulation. This paper documents the software design and primary algorithms that provide AFSIM's support for both modes, which is termed a hybrid simulation. [ABSTRACT FROM AUTHOR]

Copyright of Erciyes Akademi is the property of Erciyes Universitesi Sosyal Bilimler Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research on drawing has focused primarily on science texts as the learning materials, with relatively limited studies conducted in the humanities or other disciplines. This lack of diversity may restrict the generalizability of the observed drawing effect. Poems were a type of highly visualizable and condensed humanities texts, differing largely from the science materials. This study examined an under-explored topic for the effects of drawing on learning poems, as compared to reading, writing, and explaining strategies. Participants were 60 college students in Experiment 1, and 89 college students in Experiment 2. In Experiment 1, students learned poems by picture drawing as a constructive-mode activity, and repeated reading and verbatim writing as active-mode activities. In Experiment 2, students drew pictures and explained meanings of the poems as constructive-mode activities. The immediate performance and motivation after learning in the drawing strategy were higher than those in the reading and writing strategies. Students showed lower decreases from immediate to delayed performance and higher scores of motivation rating for the drawing strategy than for the explaining strategy, although the immediate performance with the drawing strategy was not as good as that with the explaining strategy. The utilization of drawing strategy demonstrated its potential in facilitating learning poems. With the evidence of learning poems, this study contributed to our understanding of the interactive, constructive, active, and passive (ICAP) framework by highlighting its cross-mode superiority, and additionally elaborated different learning effects of the strategies within the same parallel mode. • Little is known for the drawing effect regarding learning in the humanities texts. • We used poems as learning materials to examine the drawing effect on learning. • Drawing showed superiority over reading and writing for learning poems. • Drawing assisted students with slower forgetting than explaining for learning poems. • The study supported and elaborated the ICAP framework. [ABSTRACT FROM AUTHOR]

Context: Feedback processes are intricate, generally misunderstood, hard to execute efficiently, and often fail in their goals to influence students learning. Research highlights that students usually do not value the benefits of feedback. This paper reviews the literature on the definition, purpose, and models of feedback; and on exploring why some students do not value feedback, what factors are influencing the effectiveness of feedback, and how to improve the efficacy of feedback. Evidence acquisition: The relevant articles were searched through 'Google Scholar,' 'CINAHIL' and 'PubMed' using the key terms- "Student feedback," "Frameworks of feedback," "Barriers to effective feedback," and "Students' perspectives on feedback." The search criteria included: review and original research articles in the English language published in high-impact journals in the past ten years. Results: The results of different studies have illuminated diverse factors demanding the attention of educators to the effectiveness of feedback. Personal, relational, procedural, and environmental factors seem to affect the utility of feedback. To be effective, feedback should be actionable, non-judgmental, descriptive and specific, based on observable behavior, and should be given at a mutually agreeable time and place. Conclusion: The efficacy of feedback can be enhanced by creating students' feedback literacy, addressing students' perceptions and expectations, encouraging productive educational alliances, improving procedural elements of feedback, and environmental conditions. [ABSTRACT FROM AUTHOR]

Background: The researcher's previous study indicated that couples in a relationship where one partner is diagnosed with borderline personality disorder (BPD) experience intra- and inter-personal difficulties affecting interaction with self and others. Therefore, constructive intra- and inter-personal relationships are essential to facilitate the mental health of couples in a relationship where one partner is diagnosed with BPD. However, the concept has not been defined and applied in caring for such couples., Aim: The study aims to clarify its meaning by identifying and defining the central concept of 'facilitation of constructive intra- and inter-personal relationships'., Setting: The researcher used results from a previous study that explored the experiences of couples in a relationship where one partner is diagnosed with a mental illness to identify and define the central concept., Methods: The concept was examined using analysis, synthesis, and inductive reasoning strategies, which were applied in two phases., Results: The central concept of 'facilitation of constructive intra- and inter-personal relationships' for couples where one partner is diagnosed with BPD was identified and defined using a dictionary and subject definitions., Conclusion: Identifying and defining the central concept is essential to developing a model to facilitate constructive intra- and inter-personal relationships., Contribution: The concept 'facilitation of constructive intra- and inter-personal relationships' is unique in its form and valuable for developing a model that can be used as a guiding tool for psychiatric nurses to facilitate the mental health of such couples. Furthermore, the model could benefit other relationships experiencing intra- and inter-personal challenges., Competing Interests: The author declares that he has no financial or personal relationship(s) that may have inappropriately influenced him in writing this article., (© 2024. The Author.)

Online learning is becoming more and more popular than traditional learning, and the need to investigate its influence within the framework of instruction and learning domains is - in today's emerging, cutting-edge technology world - an academic trend. The current study's problem intends to explore the impact of virtual versus traditional learning on the academic achievement of EFL students, a subject that has garnered substantial attention from English Language Teaching (ELT) researchers. This study aims to clarify if EFL students' academic progress in a listening skills classroom is influenced by traditional or online learning. The present research compiled information on how EFL students performed when English language teaching took place online as opposed to in a traditional classroom environment. This study, using an experimental research design with (N = 30) pairs of students (both male and female), was held at Najran University, KSA, in the academic year 2022-2023 b y using probability (random sampling). This study used pre-and post-tests to gather data from the subjects of the study, bifurcated into controlled and experimental groups employing the two modes of teaching, viz., online and traditional. The findings of the investigation proved that the experimental group achieved better performance compared to the control group in terms of results and scores. There are no significant differences based on gender. In addition, (N = 20) teachers teaching listening skills to EFL learners participated in semi-structured interviews. The qualitative analysis enlisted flexibility, accessibility, effective communication, collaboration, monitoring of student progress, and the use of a blackboard as constructive elements, followed by maintenance costs, wastage of available resources, long-term engagement, limited face-to-face interaction, and demotivation as critical perspectives. According to the findings of this research, the author recommends further studies with more variables., Competing Interests: The authors declare the following financial interests/personal relationships which may be considered as potential competing interests:Dr. Mohammad Owais Khan reports financial support was provided by Najran University. Mohammad Owais Khan reports a relationship with Najran University that includes: employment and funding grants. If there are other authors, they declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (© 2024 The Authors.)