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.

This study employs Critical Discourse Analysis (CDA) to interrogate the discourse of native-speakerism prevalent in English Language Teaching (ELT). It analyzes a research article that advocates for the superiority of Native English-Speaking Teachers (NESTs) over Non-Native English-Speaking Teachers (NNESTs). By applying Fairclough and Fairclough's (2012) practical reasoning framework, the research reconstructs the article's argumentative structure and critically examines its underlying assumptions and values. The analysis reveals that the article's promotion of NESTs is underpinned by a pervasive native-speakerism ideology. This ideology constructs a hierarchical relationship between native and non-native speakers, privileging Western culture and language over others. The article's discourse naturalizes this hierarchy, obscuring its socially constructed nature and its role in perpetuating linguistic inequality. By focusing on the supposed innate superiority of NESTs, the article overlooks the complex interplay of factors influencing effective teaching, including pedagogical expertise, cultural competence, and learner needs. The research concludes by emphasizing the detrimental impact of native-speakerism on ELT. It underscores the need to challenge and dismantle this ideology in favor of a more inclusive and equitable approach to teacher education and professional development. By recognizing the linguistic diversity of the world and valuing the expertise of NNESTs, the field can move towards a more just and effective practice.

Background: Since in all societies, cultural elements and themes play a very important role in the parenting style of families, so the purpose of the present study was to feasibility a native package of parenting styles appropriate to Iranian culture. Methods: The present study were of a qualitative research type with a purposeful sampling method, which on the one hand, through semi-structured interviews with family psychology experts, religious experts and Iranian parents, On the other hand, by studying sources, teachings and Islamic texts in a library way, themes of appropriate parenting methods were extracted and then the coefficient and content validity index (cvr) (cvi) were evaluated by 12 experts and then the framework of the parenting package was adjusted based on the components obtained in 6 sessions. Results: After compiling the parenting package, its framework was sent to 10 experts who had at least ten years of scientific, research and clinical experience in the field of parenting, and they were requested to state the necessity of using the package in terms of dimensions such as,acceptability and appropriateness, applicability and demand, integration, adaptability, applicability of assignments, appropriateness of the number and duration of meetings, completeness and comprehensiveness of the program and the specialization of its implementation, and the results indicated a high average score for the mentioned dimensions. Conclusion: The results indicated that the implementation and scientific application of the package of parenting methods was necessary, so it is suggested that educational specialists and family experts pay special attention to the results of this study.

In bio-desulfurization (BDS) process, microorganisms are used for fossil fuel sulfur elimination. The goal of this project is the isolation of thermophilic microorganisms which are able to support bio-desulfurization activity from DBT as the sole sulfur source and to find an optimized media culture for growth and bio-desulfurization activity. To identify the cell growth and bio-desulfurization activity, Basal Salt Medium containing DBT has been used. For optimization of the culture medium, different carbon and nitrogen sources and also different concentrations of sulfur source were used. Moreover, the findings illustrate that the maximal cell growth was achieved after 96 h incubation. In addition, the Gibbs results have shown that this strain eliminates the sulfur in DBT by 4S pathway and 2-hydroxybiphenyl, as the end product of the desulfurization process has been produced at the maximal concentration (26. 1 mg/L) at 72 h. Finally, the results of research illustrate that the isolated thermophilic strain is capable of eliminating sulfur in DBT, and this process may be improved by optimizing the culture media.

Embryogenesis is an effective method for producing a huge number of genetically modified plants with selective traits. In order to determine suitable nutritional media and organs for embryogenesis with a commercial and a native tomato cultivar, they were tested with three culture media using a factorial completely randomized design with four replications. Pieces of in-vitro cultured hypocotyls and seedling roots were transfered to B5, MS and NL media. Their embryogenesis was investigated when transfered from induction media containing auxin to the free auxin media. No embryogenesis was observed with NL, but it was greater with B5 than MS. Embryogenesis was also significantly greater with native tomato cultivar relative to commercial. one The interactions of cultivar x culture media (P<0.01) and cultivar x explants (P<0.05) were both significant. The effect of different sucrose concentrations (10, 20, 30 and 40 g/l) on somatic embryogenesis was investigated with in-vitro culture; 20 g/l showing the best response.

Spinach is one of the most important green leafy vegetables (Spinacia oleracea L. ). The qualitative and quantitative traits of the spinach depends on the weather conditions. Screening the foreign accession compared with the Iranian ones is necessary for breeding purposes. In order to study the vegetative characteristics of 44 endemic and foreign accessions, an experiment was conducted in a randomized complete block design (RCBD) with three replications and 18 observations in spring, 2018. Quantitative and qualitative parameters of spinach were evaluated based on descriptors investigated by Bioversity International Plant Genetic Resources Institute. In general, the intensity of the green color in the leaf of foreign accessions was higher than that of the endemic spinach. In this study, the highest yield belonged to “ Viroflay” (71. 224 ton/ha) among foreign accessions and among Iranian accessions, “ Varamin88” (52. 6 ton/ha) had the highest performance. Maximum and Minimum yields from 71224 to 8870 (kg/ha) belonged to accessions “ Viroflay” and “ Virginia savoy blight” , respectively. “ D’ inverno” accession showed the longest period of spring growth (89. 66 days) and among the Iranian accessions, “ Hamadan2” (77 days), “ Varamin88” (72 days) and “ Varamin Prickly” (69. 66 days) showed the longest growth in Isfahan environmental conditions, respectively. The highest percentage of female plants was observed in “ Monatol” accession. Among the endemic accessions, “ Lorestan5” showed the highest female plant percentage. Results of this study showed that Iranian accessions such as “ Kashan” , “ Lorestan6” and “ Varamin Advanced Prickly” are suitable for mechanical harvesting due to their plant form, leaf and petiole attitude and can be used for plant breeding purposes. According to the cluster analysis, the accessions in this study were divided into two large groups (group I and group II), according to which, “ Varamin88” accession was placed beside the foreign outstanding accession in cluster I.