The present article deals with introducing and critically studying the book Descartes Embodied: reading Cartesian Philosophy through Cartesian Science by Daniel Garber. Garber, one of the most prominent researchers of modern philosophy and contemporary Descartes-scholar, wrote the book in 1980, and it was published by Cambridge University Press. This work has been released in French, yet there is no Persian translation available. It is a collection of articles written separately by author and published in credible philosophical journals. The unifying subject of the articles is the relationship between Descartes’ philosophical and scientific areas of interest. This article intends to introduce the author and covers the literary style of the book in English in brief. The article mainly addresses the introduction and critical analysis of the book itself, in two parts successively: form and content. This article intends to introduce the author and covers the literary style of the book in English in brief. The article mainly addresses the introduction and critical analysis of the book itself, in two parts successively: form and content.

The writings of Sa’id Nafisi, so far as the researches on Nizâmi’s works are concerned, are of notable significance. Nafisi was the first to document his works with biographical information picked up from Nizâmts poems and tried his best, on the basis of his findings, to start writing an authentic biography of this poet. In his later researches, Nafisi completed his primary work through compiling and collating Niziimts poems. A close look on Nafisi’s books makes clear that his attempts has opened a new horizon in the task of writing biographies about Nizdmi, in a way that his works can be counted among the most reliable references on this great poet. This paper, through examining Nafi’s researches on Nizâmi and comparing it briefly with the works of other researchers, studies the strategies and techniques of Nafisi in Textual criticism of Nizâmi's Divan.

This research investigates the effect of conjunctions on the students performance on doze tests on the one hand, and the effect of conjunctions on the students ability to unscramble the scrambled sentences on the other. To carry out this research, the researcher randomly selected two groups of junior students majoring in TEFL and English literature. Both groups were given a Michigan test and the two groups proved to be homogeneous. They were then randomly assigned to control and experimental. There was no treatment whatsoever in this study. Due to their homogeneity, it was supposed that the two groups performance would be the same on the other tests as well, provided that the level of the tests was the same and appropriate to the subjects language proficiency level and they were administered without too long an interval in between. Neither of the two groups (control and experimental) might get extra instruction as a result of which their performance on the following tests might be influenced. Thus, any significant difference in the performance of the two groups on the subsequent tests would be attributed to the presence or the absence of conjunctive devices in the texts. To that end, two versions of the same tests for each phase or aspect of the study were prepared. Conjunctions were removed from one version, i.e. the experimental groups, whereas they were preserved or even some other conjunctions were added to that of the control group. These very tests were administered to the two groups and the t-test formula was then utilized. It showed that the subjects (experimental group) who received the tests with conjunctions omitted from the texts performed poorly on the tests for each phase, thus rejecting the null hypotheses.

To analyze and evaluate textbooks, researchers have either proposed scales and checklists to be filled by teachers and learners or conducted qualitative investigations of the match between SLA theories and textbook activities. This study, however, employs the microstructural approach of schema theory to scrutinize the reading passages of “ Mosaic 1 reading” . To this end, 17 passages of the textbook were randomly chosen and their constituting words were explored as semantic, syntactic, and parasyntactic schemata. The passages were also analyzed in terms of their readability indices. The results showed that they consist of 3722 schema types, 2979 (80%) of which are semantic in nature. Although the textbook aims at “ academic success” at English language “ proficiency levels” , it provides no objective definition of what they stand for. In terms of readability, however, the passages vary in difficulty from grade three in primary school to college level. Further, the textbook is discussed in terms of its constituting schemata and suitability to the Iranian context and suggestions are made for future research. The findings of this study have important implications for language teaching, testing and materials development. They show that language proficiency must be defined in terms of schema types and the bulk of class time must be spent on teaching semantic schemata rather than syntactic and parasyntactic ones. Similarly, for testing the reading comprehension of these passages, the number and type of test items must be based on the percentage of semantic and syntactic schema types and subjective criteria such as teachers‟ intuition or experience must be avoided both in teaching and testing the comprehension of passages.

According to methodology of Textual reading, commentator finds out the meaning of any text solely with concentrating to the very text. This methodology based on two basic presumptions: one that, text is a sufficient object with independent world and commentator enables to understand the meaning of text without that we know the intention of author and the historical-social context of its genesis too. Other that, texts especially classic texts, entails fundamental and abiding questions and universal-dateless ideas that human being has been permanently faced with them in history. Skinner by criticize and rejecting of two mentioned presumption, criticizes methodology of Textual reading and shows the inadequacy of it in understanding of political thoughts.In this article, the author analyses and criticizes methodology of Textual reading and skinner's critic on it. Consequently, in this way, we can extrapolate useful and advantageous points which help us in understanding of political concepts and ideas either positively or negatively.

Problem Statement: The imitation or inspiration from the ancient artworks has a long history in the making of new and innovative works. Similarly, the art of Iranian jewelry as one of Iran’ s richest arts is no exception. In the present research pomogrenate motif has been chosen, due to the importance of pomegranate motifs in Iranian culture, the repetition of this motif in the context of ancient artifacts of different periods, the repetition and rejoinder of this motif in recent decades in contemporary body of numerous kinds of art. Purpose: The aim of this article is to study the relationship between represented pomegranate forms in contemporary jewels and the historical texts about ancient jewelry inspired by pomegranate motif. The present paper seeks to answer the question of how the connection of contemporary jewelry with its ancient text is explained; and, in the process of adapting these works, what changes are made in the process of adopting these works as ancient jewelry inspired from the motif, pomegranate. Reserarch hypothesis: This research is based on a descriptive and adaptive approach, which has been carried out with the help of the method of Trans Textuality and the Hyper Textuality approach. Conclusion: Contemporary artists has proceeded by preserving the form of pomegranate, disrupting symmetry, using negative and positive spaces, combining various materials with jewelry to represent the shape of pomegranate in contemporary jewelry. The relationship between previous and future texts in jewelry in different spreads of incorporation, assertion and derivation has taken place in two categories of change and imitation.

Although hedonistic and some other self-beneficial and pleasure-seeking approaches towards a text are assumed to be subjective, those who aim at dealing with Textual exegesis, and publishing the resultant text in the public domain undertake a responsibility for which they must accept some requirements necessary to the successful accomplishment of the task. Exegetes should know the text well and get acquainted with it thoroughly. To achieve a reliable, revised, or edited version, exegetes should exert themselves in laborious task of revising. They should be sensitive, precise, and strict during the task of reading; furthermore, in case of encountering with any linguistic or metrical heterogeneities (in poetical texts) or any alternations regarding the internal logic of the main text, they should not rely on their self-reading of the text; instead, they should try to unravel the problem through continual and repeated rereading, referring to dictionary and other related resources, note-taking from corrected and revised versions, and consulting experts of the field. The above-mentioned procedure will be fruitful when exegetes acquire the necessary requirements for Textual interpretation and mastery in related fields. One should not surmise that proficiency and expertise in a discipline of Humanities ensure mastery in all of the related domains; this kind of complacency, especially amongst those who are assumed to be authorities of the field, is not acceptable at all. The current paper, as a pioneering model, intends to analyze and criticize Gholamhussain Dinani’ s reading of Rumi’ s ghazals from various angles of vision, namely, the reliability of the text as a sourcebook, the correct reading, the way of dealing with problems confronted as a result of inadequate knowledge about the mentality and language of the main author, and exegete’ s explanations about the literary content.

This study aimed to find out the effect of text awareness-raising with two degrees of complexity (linguistically and cognitively complex vs. linguistically complex and cognitively simple) on Iranian EFL learners’ reading comprehension. A factorial design with the use of pretest-treatment-posttest was utilized. In this regard, 120 students in four intact classes formed the sample of the study. They were randomly divided into two experimental and two control groups. In one experimental group, the awareness of linguistically and cognitively complex texts was raised and in the other the awareness of linguistically complex and cognitively simple texts was raised. In the control groups, the same texts were employed without Textual awareness-raising. The results of Two-way MANOVA revealed the significant main effect of Textual awareness-raising on both types of texts. The results also showed a significant interaction effect of teaching method and text complexity. It means the effect of Textual awareness-raising was high when the text was linguistically and cognitively complex and it was low when the text was linguistically complex and cognitively simple. The results can be useful for teachers, students, syllabus designers, and course book writers.