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Etude de la durabilité d'un béton léger renfoncé par des fibres
(2016) Adel abderrahmane; Keddou Adel
Etude d'un echangeur" partie pont" à la sortie est d'el malah
(2016) Chenafa Ali; Chahraoui Yahyaouia; Marouf Hafida
Etude de la durabilité d'un béton léger renforcé par des fibres
(2016) Adel abderrahmane; Keddou Adel
تأثير نمط الشخصية من النوع D في ظهور أمراض القلب والشرايين: دراسة عيادية لحالتين بمصلحة أمراض القلب بمستشفى بن زرجب – عين تموشنت
(UNIVERSITY OF AIN TEMOUCHENT, 2026) صفاء،سيدي يخلف; آمال،زاوي
This study aimed to investigate the impact of Type D personality on the
development of cardiovascular diseases through the clinical study of two cardiac
patients. The research adopted the clinical method and case study approach,
using three psychological scales: the Type D Personality Scale (DS14), the
Perceived Stress Scale (PSS), and the Hospital Anxiety and Depression Scale
(HADS).
The findings revealed that the first case showed very high levels of negative
affectivity, social inhibition, psychological stress, anxiety, and depression,
associated with stress-induced cardiomyopathy (Takotsubo cardiomyopathy).
The second case showed moderate levels of stress and negative emotions
associated with coronary artery disease.
The study confirmed that Type D personality, characterized by negative
affectivity and social inhibition, contributes to an increased risk of
cardiovascular diseases. The findings also highlighted the important role of
psychological and social factors in understanding heart diseases.
الأداء القرائي في مرحلة التعليم الابتدائي: مقاربة تطبيقية في ضوء المعالجة القرائية
(UNIVERSITY OF AIN TEMOUCHENT, 2026) جهاد،بن عمارة; هشام،بن سعدة
This study addresses reading performance among primary school learners through an applied approach based on reading processing. It focuses on reading as a complex linguistic and cognitive process and examines the main difficulties learners may encounter, particularly in word recognition, reading fluency, and reading comprehension. The study also highlights the importance of accurate diagnosis in identifying reading difficulties and developing an appropriate therapeutic support, followed by evaluating its effectiveness in improving learners’ reading performance. The theoretical part of the study adopts a descriptive approach, while the applied part focuses on diagnosing reading difficulties, designing and implementing therapeutic support, and monitoring learners’ progress. The study concludes that reading processing based on diagnosis, therapeutic intervention, and continuous assessment can contribute to improving reading performance by developing reading accuracy,
fluency, and comprehension.