This study aimed to investigate the effect of different culture mediums based on the Walne medium on the growth rate, chemical composition, and fatty acid (FA) profile in I. galbana and N. oculata. This experiment was done in a factorial design with two culture media (Walne and modified Walne media) and two microalgae species, including I. galbana and N. oculata. The results showed that the modified culture medium increased total and daily fresh and dried biomass production of I. galbana and N. oculata. Modified culture media increased crude fat (CF) and crude protein (CP) content and total and daily lipid production in both the studied species. However, in both the studied culture mediums, N. oculata had higher growth and production performance compared to I. galbana. Modified growth media also affects the FA profiles of the studied microalgae species. Total saturated and unsaturated FA content was not influenced by the growth medium but modified media increased poly unsaturated FA (PUFA) at the expense of mono unsaturated FA (MUFA). Omega- 3 FA content (linolenic acid, Eicosapentaenoic acid (EPA), Docosahexaenoic acid (DHA)) was increased as a result of the medium modification in both species. However, linoleic acid content was affected differently in I. galbana and N. oculata. The linoleic acid concentration was reduced in modified medium grown N. oculata but increased in I. galbana. Palmitic acid and stearic acid contents were also decreased in both of the studied species in the modified medium. This study develops microalgal cultivation using a modified Walne medium for higher CP, CF, EPA, DHA contents, the ratio of omega3: omega6 FA, and biomass production in N. oculata and I. galbana microalgae.Microalgae species can produce oil and protein in non-cultivable lands, reducing the need for defrosting and can have an important role in reducing carbon foot-print of animal production. One of the most valuable products of microalgae is their oil, which ranges from 20 to 50% of the dry weight of microalgae (Brennan and Owende 2010; Leonga et al. 2018). The I. galbana is often grown on farms to produce oils that contain large amounts of PUFA rich in omega-3 long chain FA, such as EPA and DHA (Gouveia et al. 2008). Species of the genus N. oculata are also known to be rich in EPA (Kagan et al. 2014; Borges et al. 2016). Factors such as nutrient quantity and quality, light, pH, turbulence, salinity, and temperature are the most important parameters on which, the growth of microalgae depends (Lavens and Sorgeloos 1996; Converti et al. 2009; Emmanuel and Nelson 2016). Vitamins regulate biochemical reactions in microalgae (Hakalin et al. 2014) and the growth rate of some microalgae species is highly dependent on some the vitamins such as cobalamin, biotin and thiamine (Tandon et al. 2017). However, the effect of vitamins on the growth, diversity, and productivity of microalgae has been poorly studied (Arif et al. 2019). The effects of different Nitrogen and phosphorus concentration as the main limiting nutrients on growth performance and biomass production of I. galbana and N. oculata had been evaluated previously (Andersen 2005; Zarrinmehr et al. 2020). However, there was not any report about effects of modifying the availability of culture medium sources of nitrogen and phosphorus. In the composition of the Walne medium, No3-, Po4-, and Cl- are considered as anions, and Na+, Mn+, Co+, Zn+, and Cu+ are considered as cations. Cations chelating anions and making them less available to microalgae. So, we hypothesize that changing the concentration of cations in the culture media, without increasing the concentration of N and P sources, will change the availability of anionic compounds for microalgae and consequently affects microalgal production and composition. Therefore, the effects of lower levels of cations including ZnCl2, CoCl2. 6H2O, (NH4)6Mn7O24, and CuSo4. 5H2O and higher levels of B1 and B12 vitamin in Walne medium on the growth rate, biomass production performance, chemical composition, and fatty acid profile of I. galbana and N. oculata, were investigated in this study. This study aimed to investigate the effect of different culture mediums based on the Walne medium on the growth rate, chemical composition, and fatty acid (FA) profile in I. galbana and N. oculata. This experiment was done in a factorial design with two culture media (Walne and modified Walne media) and two microalgae species, including I. galbana and N. oculata. The results showed that the modified culture medium increased total and daily fresh and dried biomass production of I. galbana and N. oculata. Modified culture media increased crude fat (CF) and crude protein (CP) content and total and daily lipid production in both the studied species. However, in both the studied culture mediums, N. oculata had higher growth and production performance compared to I. galbana. Modified growth media also affects the FA profiles of the studied microalgae species. Total saturated and unsaturated FA content was not influenced by the growth medium but modified media increased poly unsaturated FA (PUFA) at the expense of mono unsaturated FA (MUFA). Omega- 3 FA content (linolenic acid, Eicosapentaenoic acid (EPA), Docosahexaenoic acid (DHA)) was increased as a result of the medium modification in both species. However, linoleic acid content was affected differently in I. galbana and N. oculata. The linoleic acid concentration was reduced in modified medium grown N. oculata but increased in I. galbana. Palmitic acid and stearic acid contents were also decreased in both of the studied species in the modified medium. This study develops microalgal cultivation using a modified Walne medium for higher CP, CF, EPA, DHA contents, the ratio of omega3: omega6 FA, and biomass production in N. oculata and I. galbana microalgae.

The polite listener In England stares at the speaker attentively and blinks his eyes occasionally as a sign of interest. That eye-blink says nothing to Americans, who expect the listener to nod or to murmur something such as "mm - hmm”. And in some parts of  Far East, it is impolite to look at the other person at all during conversation.It is often argued that, in teaching foreign languages, culture and language are interwoven in a way that it is not possible to present language without its culture. However, until a new method of teaching language, called communicative approach, which is sociolinguistically oriented, had not come into existence, this belief was not used to be observed in textbooks and language classes. This method intends to create situations in the classroom in which foreign language can be used as naturally and authentically as the native speakers of target language use it for communicative purposes.The problem of teaching culture, nevertheless, does not end here. Nowadays, foreign languages are taught with different and varied objectives. Is it necessary for all foreign language learners to get familiar with the culture of foreign language they are supposed to learn? As Schumann (1984) claims, is it true that second language learning is impossible, unless one gives up his/her own native culture and adopts the culture of foreign language community? What are some relevant issues regarding teaching English in Iran? These are actually some basic questions raised in this article. Whereas definite answers are not necessarily provided in this paper, some areas of research related to culture, and teaching foreign language are put forward.

Education is a continually developing activity, it shapes the way an individual develops their attitudes, thoughts and behavior. Education is not just about being literate but it is an overall development of the person in every aspect of their lives. A society's educational system can be greatly linked to its culture as the culture that one is in have an affect on the type of curriculum the institutions will develop in order to cater to every individual of that particular culture. Education moulds and shapes a society and it is influenced by the culture of the particular country or society. The educational system acts as a point of reference for the society's needs and demands. The principles that dominate this article is culture and education are interrelated and interconnected. Every educational paradigm is influenced by the culture of the society in which it operates. This essay underlines the extensive connection between culture and education. As a result, the goal of this essay is to depict these features from a Philosophical-Psychological Approach.

Postmodernism represents skepticism toward metanarratives and universal ideologies that dominated the modernist era. The study focuses on three key postmodernist concepts - alternative assessment, process syllabi, and self-directed learning. Alternative assessment emphasizes evaluating the learning process over summative testing. Process syllabi focus on the learning experience rather than rigid outcomes. Self-directed learning enables student responsibility in setting learning goals and processes. This paper examined the effects of postmodernist educational concepts on improving Iranian EFL learners’ autonomy. A quasi-experimental pre-test/post-test design was utilized with 60 intermediate level Iranian EFL students divided into an experimental and control group (n=30 each). The experimental group received instruction utilizing the three postmodernist concepts over 14 weeks, while the control group received traditional modernist instruction. Autonomy was measured using a validated questionnaire before and after the intervention. The results showed the experimental group demonstrated significant increases in autonomy compared to the control group. Paired sample t-tests revealed significant differences between pre-test and post-test autonomy for the experimental group across all three postmodern concepts - alternative assessment, process syllabi, and self-directed learning. This suggests postmodernist concepts that decentralize instruction and emphasize student process over outcomes can enhance Iranian EFL learners’ self-direction and responsibility for language acquisition. The study implies EFL syllabus designers and instruction should transition to postmodern models centered on individualized assessment, flexible syllabi, and student-guided learning to boost autonomy. Further research can expand sample sizes and explore additional postmodernist concepts across diverse demographics.

In order to determine the role of the US withdrawal from Joint Comprehensive Plan of Action (JCPA) in 2018 in the evolution and change of the poverty framing, this study analyzes how poverty is framed in two categories of specialized (including leadership, Dolat, Mizan, Icana) and general websites (including Fars, Moj and Young Journalists Club) during 2017, 2018 and 2019. For this, it uses Framing as a theory, and the technique of Pan and Kosicki’s Frame analysis as a research method. Findings are categorized in four groups as syntactical, script, thematic, and rhetorical. The review indicates that 42,302 news and reports are distributed in these websites in the research period that 275 were identified as samples and recorded and analyzed in Maxquda software. The results show that, except for the Young Journalists Club, the way poverty is framed has changed on all cases since the imposition of sanctions, and sanctions highlighted as one of the main causes of poverty in the framing of poverty. In regard of agenda setting, the coverage of poverty news and reports is less than 10%; the poverty news coverage has been declining over the three years under study. The websites of Leadership and Moj have the largest coverage, and Young Journalists Club has the least amount (less than 1%) of coverage. Due to his type of agenda setting, the problem of poverty is marginalized in public opinion. The framing of poverty with emphasis on the US withdrawal from JCPA as the cause of poverty represent poverty as a temporary issue, silences the voice of the poor, and depicts the emergence of a new social form in Iranian society.

Resistance is one of the fundamental Quranic values in the cause of the development of the Islamic society and the formation of the Islamic civilization, which means standing and resisting against something has upset the balance in internal and external dimensions. The formation of this value in the society as one of the methods of the conventional model of human life in the fields of human life; So that its manifestation can be observed in the totality of social behaviors, it is called the culture of resistance (Problem statement). The purpose of this article is the achievement of the engineering process of this value in a society based on the growth-oriented thought (ideological) system of the Holy Quran (Purpose). Now the question is what process does the Holy Quran propose in order to engineer the culture of resistance in the society? (Question). The necessity of examining this issue is clear considering the emphasis of religious teachings on this value and the need for Islamic societies, especially considering the current conditions of Islam and the need for convergence and coordination between the resistance front (Necessity). The research method in stating the engineering process and its components is qualitative content analysis with an analogy approach (Method). The findings of the research show that the engineering process of resistance culture is based on a self-awareness and purposefulness, according to the idea of Quranic growth, in a three-stage process that leads to the happiness of man and human society (Conclusion).

The present research studied the (causal, contextual, and intervening) conditions, strategies, and consequences of violence in the lives of child wives in Chabahar city, conducted with a qualitative methodology based on grounded theory. For this purpose, in-depth semi-structured interviews were conducted with 28 child-married girls in Chabahar city who were selected through theoretical sampling and snowball method. The analysis of the data in the framework of the three-level open, axial and selective coding system showed that gendered inequality and discrimination, women's inferiority, men's value, the culture of silence and the culture of violence play a role in the experience of child-wives in terms of violence (causal conditions), which leads to a type of increased, double violence for them (core category); violence that operates within the framework of the family institution, the main mechanism of which are previous traditions and rules, and the perpetrators of which are men and women who were themselves the victims of the same traditions and rules that they have, now, internalized and used again against their daughters. This increased violence happens in a context where patriarchy is widespread (contextual conditions) and due to the generalized self-deprecation among child wives (intervening conditions), they may attempt to escape, get separated, threaten, and commit suicide (strategies), and these actions have consequences such as symbolic, physical, and sexual violence and even social isolation (consequences).

First of all, the present study would explain 6-layer dimensions of culture –including beliefs, values, and norms (as the core of culture), and symbols, rituals, and customs, technologies, skills, and innovations (as the culture surface). Then, applying communication theories besides exploring the concept of “culture-building” involving culture-admission (affecting both core and surface of culture) and culture-orientation (affecting culture’s surface); it would analyze the cultural affects media has in thoughts, normalizing, symbolizing, socialization, modeling, and innovation. The assessed hypothesis emphasizes that in the core of culture, media play an educational and stabilizing rolein culture-admission process, while in the surface of culture –the culture- orientation process- they could transform behaviors and social models.