After offering an overview of some of the main themes of Popper’s political thought, the paper argues that his account faces two problems relating to institutions. The first is that while Popper stresses the ‘rational unity of mankind’, and the potential for any of us to furnish criticisms of public policy, it is not clear what institutional means currently exist for this to enable this to take place. Second, Popper has stressed the conjectural character of even our best theories. However, at any point, some theories will have fared better in the face of criticism than others, and they may give us important information about constraints on our actions. At the same time, as ordinary citizens we may not be in a good position to understand the theories in question, let alone appraise the state of the specialised discussion of them. There is, it is suggested, a case for thinking of ways to institutionally entrench such fallible theories, especially in the current setting in which social media play an important role

It has recently been shown that phonological problems tend to persist in adults with childhood reading problems, even when the adults reading skill is within normal range. Many adults with reading problems tend, in the long run, to develop qualitatively different word decoding ability with less specific orthographic knowledge and relying more on context and topdown processing. This presentation reports on phonological processing and word decoding abilities in samples of adults with a history of reading problems. The results also illustrate secondary effects of reading problems, like low self-esteem and low aspiration level, and how these effects may restrict the student's choice among alternative college and university programs.

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.

Reading is the foundation of literacy and the foundation of learning science. Teaching letters and words and combining them in a sentence is the first step in learning to read. Reading may be impaired. These disorders occur either based on the physiological structure of the student's mind or due to incorrect teaching in the class and not following up the teacher. Recognizing these disorders and monitoring them in the type of students' reading and examining ways to treat them can prevent psychological and educational problems and disorders caused by them. This article was compiled in a library style and the author had two goals in writing it: one is to collect the researches that have been done so far in the field of reading disorders in children and adolescents, and the second is the solutions that researchers have provided in the field of various types of reading disorders. The obtained results indicate that the reading disorders of students of different ages and educational levels can be treated with the strict and structured follow-up of the teacher.

According to The importance of diagnosis And early intervention Reading problems in students, Conceptual pattern design Underlying skills Read it seems necessary. This study aims to Design and validation Interventional pattern Underlying skills Read and Study Its effectiveness On the reading skills of students At risk of reading problems And mixed with the research method Of consecutive heuristic type Done. In the qualitative part of the research Inductive Content Analysis Method And in a quantitative way From the quasi-experimental design Experimental group-control group With pre-test-post-test design Were used. Selected targeted sample In the qualitative part of the research, Extracted texts From expert interviews and the contents of 38 articles And related books Underlying skills Read And research sample In the quantitative data section32 person from Children at risk Were reading disorder. With inductive content analysis In the qualitative part of the research, 6 categories of final Including Neurological skills, Sensory skill, Spatial skill, Verbal expression skills, Phonological awareness, Rapid automatic naming Extract and First, the conceptual model Includes extractive design elements And then Applied Pattern training Underlying skills Read Was designed. The tools of this research is Reading and Dyslexia test That's for Measuring reading problems Has been used. data analysis Using the method Repeated measures Indicative Effectiveness Interventional pattern Underlying skills On reading skills is Students at risk Reading disorder. Based on the results obtained from the present study Can from Pattern training Prepared Underlying skills Read for improving Students' reading skills Be used.

Introduction: Learning problems including reading problems is one of the important issues that have been considered by researchers and is very effective in the academic achievement of elementary school students. Therefore, the present study aims to evaluate the effectiveness of play therapy on reading performance, reading problems. Uncertainty intolerance in fourth grade elementary school female students had a specific disorder with reading impairment. Methods: The present quasi-experimental study is a pre-test post-test with an experimental group and a control group and consisted of two stages: pre-test-post-test. The statistical population was students with specific learning disabilities of fourth grade girls. The sample size was 30 people in two groups who were selected by available sampling method. Three questionnaires (reading performance, reading problems and uncertainty intolerance) were used to collect data. The test used in this study was the combined covariance or repeated measures analysis (GLMRM) test.The protocol used was a cognitive play therapy program that included complementary exercises and games to increase reading skills, comprehension, visual and auditory memory impairments, attention, and children's reading habits, which were performed in person for 18 45-minute sessions for 9 consecutive weeks. Took. Results: The results of the study showed that cognitive play therapy program increases and improves reading performance, reduces reading problems and improves uncertainty intolerance. Therefore, the use of play therapy training is recommended for educators, teachers and therapists in the field of education in learning, educational and clinical centers. Conclusion: In general, the results of the present study showed that play therapy is effective in increasing reading performance, reducing reading problems and uncertainty intolerance.