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.

On the use of sampling and qualitative case study approach, Brickhouse explored three science teachers' insights into the relationship between science and technology and the impact of such insights on classroom practice, and in 1990 tested a similar teacher relationship between understanding the nature of science and classroom practice. During the four months, a minimum of four hours of interviews and thirty-five hours of class observations (taped) were collected for each teacher. Additional data was also collected through tests, classroom exams, and training materials. Additional data was also collected through tests, classroom exams, and training materials. Two teachers, who were also experienced teachers, showed classroom exercises that were in line with their own vision and philosophy, while at first the classroom exercises were not in line with their beliefs. Institutional (formal) constraints have been expressed as barriers to translating teachers' beliefs into education.

2Various researches have shown that Iran's educational system does not pay enough attention to cultural differences and mostly promotes the dominant and official national culture in an engineered way. The focus of these researches has been focused on the inputs of the educational system. The current research, relying on the mixed exploratory method, tried to examine both the inputs and educational processes in order to test the truth of this claim, whether such a claim is consistent with the reality in the educational system. In this way, in the qualitative part, first the teachers' lived experiences of the criteria that were considered for their selection and employment were analyzed (inputs), and then in the quantitative part, the teacher's success in the classroom was analyzed. It was predicted based on the mentioned criteria (processes). The findings of this research showed that scientific identity and ideological identity are valued in the recruitment of teachers, and because of this, criteria such as personal success, special privileges, and religious and moral foundations are put forward. However, it is only the teacher's personal success that can predict his success in the classroom. This shows that the ideological identity is only manifested in the inputs and is practically not institutionalized in the classroom and teaching processes. In this way, considering Iran's educational system as ideological does not match the realities of the educational system.

Introduction: In qualitative research the sampling process is usually determined by the methodology employed. However, this is not always evident in published qualitative research papers as many qualitative studies appear not to have a clearly defined methodological approach. Indeed, pragmatic researches focus on the need to adopt a flexible rather than rigid approach to application of qualitative methodologies. Therefore, this study was performed to review previous research to clarify qualitative sampling. Valid articles and books were used in this review study.Method: The keywords qualitative research and sampling were searched in Cumulative Index to Nursing and Allied Health Literature (CINAHL), ProQuest, PsycINFO, ScienceDirect, Scopus, and Medline databases.Results: Although sampling methods in qualitative research are known as purposive sampling, there is an extensive spectrum of sampling methods such as quota, snowball, theoretical, critical cases, homogeneity, sequential, criterion, and combination sampling.Conclusion: The purpose of sampling in qualitative research is not to establish a random or representative sample draw from a population, but rather to identify specific groups of people, who either possess characteristics or live experiences relevant to the social phenomenon being studied. Informants are identified because they will enable the exploration of a particular aspect of behavior relevant to the research. The benefits of the qualitative approach to health care research are becoming increasingly recognized by both academics and clinicians. However, misunderstandings about the philosophical basis and the methodological approach remain. The process of sampling is one of the principal areas of confusion. Sampling is a very complex issue in qualitative research. This is due to the many variations of qualitative sampling described in the literature, and much confusion and overlapping of types of sampling.

Evaluating sampling accuracy is of great importance prior to sampling practice. Since it is expected to be a relationship between soil properties and ancillary environmental variables, proper sampling points are those that better simulate the probability distributions of these variables. The possibility of sampling from low probability tails is very low for random and regular network methods, while the Latin Hypercube Sampling (LHS) method divides the input probability distribution into equal intervals and one sample is taken from each interval. The satellite images band and digital elevation model (DEM) were used as inputs to determine the sampling points in LHS. Three methods including random, regular network and LHS sampling strategies were employed in three sampling densities of 100, 50 and 25 points in the study area of 52,000 ha to simulate the probability distribution of Landsat ETM+ bands and DEM. The simulated probability distributions were then compared with the population distribution and soil salinity data. Results indicated that there is no significant difference between the sampling strategies in 100 and 50 sampling densities to simulate the mean of population, as the sampling density decreased, the Residual Mean Square Error (RMSE) increased. In 25 point sampling density, the RMSE for LHS, regular network, and random sampling methods were 4, 7.83, and 17.5 percents, respectively. Results further indicated that LHS can efficiently simulate the input probability distribution even in low sampling densities. The RMSE values for estimating soil salinity in the original population were 4.22 and 8.66 dS/m in 100 and 25 sampling densities, respectively. Although the calculated RMSE was larger than that of input parameters of image bands and DEM, it could simulate the population probability distribution of soil salinity with enough accuracy. In conclusion, the best sampling method in this research was Latin hypercube method with a density of 25 sampling points.

Background: A detailed study of hidden and hard to reach populations in order to identify their characteristics is essential because they endanger the health of the society by their dangerous behaviors. However, sampling in these populations through conventional sampling methods is impossible due to reasons such as being hidden and lacking a precise frame.Methods: In this article, applicable concepts and key points in the implementation of respondent driven sampling were defined by focusing on designs that aimed to study dangerous and hidden behaviors such as dangerous sexual behavior, injecting drug abuse, and HIV infection.Findings: The merits of the respondent driven sampling are the production of unbiased and effective estimations of necessary parameters in populations at risk of rare and hidden diseases in comparison to other chain referral and conventional sampling methods, and the innovations of this sampling method during its implementation.Conclusion: The application of the respondent driven sampling method in order to achieve unbiased and precise estimates of the prevalence rate of rare and hidden diseases is recommended in health programs of the society.