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In Comparative studies, poem of Saadi and Motenabbi are comparable in many ways. One of the common parts of these poets is Proverbial method , this method has brought forth Saadi has followed Motenabbi in aspect to motif and poetic method. This article tries to analyze proverbial method in the poem of Saadi and Motenabbi and examined cultural base and mobility poetry and imagination in these poets. Vocabulary and imagination of Saadi are wider than Motenabbi and "I" Sadi especially has become human "I". Cultural base of Saadi is more powerful than Motenabbi and powerful culture and imagination are developed through both sides of the proverbial method, diversity and dynamic style.  

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While writing a literal or educational text, especially for children, it is very important to know the characteristics of the readers. Children’s literature and educational professionals believe that using difficult vocabulary or structures in a text will eliminate the reader’s motivation, so using simple structures and core vocabulary is very important. Core vocabulary means a list of words that have high frequency in use, and everyone (in an age level) can understand their meaning. In this research, we study the usage of core vocabulary in 20 texts from “Roshde Noamuz” magazine according to Nematzade et al (2011). The results of this research can be fruitful in writing and translating childrenʼs texts. We further aim to find vocabulary that all Iranian children can understand its meaning to use in literal and educational texts.

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Among the works that we know as folk literature, proverbs are one of the best areas of research on the ideas of native speakers of a language. In fact, these works are parts of the literature of every country that people consider them as the best way to express their common ideas and use them as the expressive language of their psychological states. Thus, contrastive analysis of English and Persian proverbs, focusing on the subject of women, and based on Proverbs and Mottos (Amsalo Hekam) and Oxford Dictionary of Proverbs, would represent the mindset of English and Persian native speakers, especially where the thoughts of Alfred Adler and Eric Berne are the basis. Contamination in the psychology of Berne and Fundamental Error in the psychology of Adler would prepare a background for the present study. Detailed statistical examination of the proverbs based on the mentioned thoughts, would pave the way for finding the status of woman in the proverbs of two languages. Contrastive analysis of the mentioned sources shows that the percentage of Contamination and Fundamental Error is high among the proverbs which were related to women in both languages. But, the frequency of normal proverbs in Oxford Dictionary of Proverbs, is 14.035% more than Proverbs and Mottos (Amsalo Hekam).

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In this study, with the aim of understanding the meaning and analysis of the literary text, it has been attempted, by relying on existentialism and in the context of the American school of comparative literature, the effects of fear and hope and some of its related components in the works of Houshang Moradi Kermani and Mark Twain. Existentialism encourages human action, because it says that hope should not be limited to action, and that it is possible for human being to live. Existentialism is a philosophical thought that has influenced literary criticism and has led to the emergence of numerous theories. What is Jean-Paul Sartre writing about literature? He writes of a prestigious commitment to literature, and Heidegger puts into practice a modern philosophical hermeneutics and publishes a traditional look. Thus, based on Cartesian and anti-Cartesian Heidegger's doctrine, Heidegger's two types of Hebrew literary Existentialism Sartorius is formed. This research, through an adaptive approach, has inspected the elements of fear and hope. The findings of this research show that although the researchers have compared the works of Moradi Kermani and Mark Twain more from the perspective of the school of Realism, one can find hope and hope based on pragmatism and existentialist attitudes in these works.

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The use of different metaphors in text by language speakers reflects their attitude and perception. Ideologies create metaphors to realize their beliefs and teachings. In this way, the role of metaphor in society and in life is undeniable. As a reflection of the thoughts of the speakers of a language, the proverb is part of the local and popular literature that can be considered as one of the best ways to express the common thoughts among them. The name of the animals is one of the widely used words in Persian proverbs and in the poetry of the past and in contemporary poets to represent the material and spiritual instances. By adopting a descriptive –analytical research methodology, this research aims at investigating conceptual metaphors of animals in literary texts based on cognitive linguistics theoretical framework. The data gathered is based on “the great dictionary of Persian proverbs “by Hassan Zolfaghari. The results of the total proverbial corpus of this dictionary concerning the use of animals showed that 184 mappings were observed, among which the conceptual metaphor of "weakness” with 26 proverbs and 15 mappings was the most frequent, followed by the conceptual metaphor, respectively. "Hostility” with 21 proverbs and 8 mappings, "strenghtness" metaphor with 15 proverbs and 6 mappings and finally the metaphor of "ignorance and disbelief" with 12 proverbs and 5 mappings have been frequently used.

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Due to their deviation from the principles and rules of formal written literature, nonsense are the poems driving from oral and popular literature, and are a mixture of verbal and musical games that seem to have no message. Although seemingly meaningless, nonsense are full of movement and events. The interconnected notions of nonsense and their imaginative images portray a world full of enthusiasm for children, a world without rules, like the imagination that makes up for everything it wants. In order to analyze nonsense, this study uses data collection by the library method and is based on data analysis, primarily qualitative and inductive reasoning, by examining "aesthetic rhetoric," including linguistic and syntactic deviation, synesthesia, rhythmic pattern, unusual imagination, image inversion, surreal imagery, personification, animation without any temporality and spatiality, the aesthetics of deviation even with the conflict of meaning and repetition of content. The results show that nonsense are dynamic and living poems in the field of folk literature that change and adapt to temporal and spatial conditions and that their aesthetic and semantic rhetorical traits are more expressed in linguistic structures and forms. It should be noted that the semantic deviation is their proper and inseparable character at syntagmatic and paradigmatic levels.
 

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In Systemic-Functional linguistics, language is a system of meanings along with forms through them, meanings are recognized. In Halliday's Systemic-Functional linguistics, beside the Experiential and Interpersonal meta function, which are based on the experiences and expressing interpersonal relationships, there is another semantic component, called textual meta function, which is in complementary distribution with the basic meta functions. In this meta-function, the chains and sequences in discourse are formed and as the words go forth, the continuity of the speech flow is also organized. Language makes a communication between itself and the texture and according the context and its specific characteristics, create the text. The present study makes an attempt to analyze and consider the linguistic features of Ruzbehan Baqli in one of his books, Abhar al-Asheqin,based on the textual meta function of language to discover semantic system of the text and the manner it establishes the relationship with the readers. To this end, some parts of this book were selected to find out what kinds of themes are used by the writer to keep the text coherent and what kinds of the themes helped him adhere to the principles and rules of Persian grammar and the order of the grammatical components of sentences. Then, by determining the percentage of the themes and the frequency of them, it became clear that the percentage and the frequency of textual themes is more than interpersonal ones. It shows that coherence and harmony in Abhar al-Asheqin is high enough so that it makes the logical and semantic relation between the clauses in this book. While, the interpersonal theme shows attitude, emotion and judgment of the speaker in relation to the message. Using continuous, structural, and additional themes, play an important role in the conjunction of the words and the cohesion between the textures and the extension of the concept in the interconnected sections. Also, using experiential theme shows that the writer has focused on that specific part of the text.

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The genre of war is a form of literature which has the nature of anti-war literature, aiming to spread peace and friendship rather than dealing with war and the dominant discourse resulting from its dark and sinister consequences. Farewell to Arms by Ernest Hemingway and Burnt Earth by Ahmad Mahmoud are two good examples of anti-war literature in different contexts from two Iranian and American writers, which put forth a clear reflection of the social, economic, political and cultural unrest of war-torn society. A comparative study of this period and the analysis of the conceptual network, lead to a comparative assessment of the plot, and the use of linguistic and stylistic elements. Despite the artistic skills of Hemingway and Mahmoud to present events related to the war, their narrative approach differs in the author's narrative approach, conceptual network and themes. Burnt Earth is a notable native example of the war genre, while Farewell to Arms stands beyond the genre of war in the literary genre of the novel.

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After the approval of the Document on the Fundamental Transformation of Education and the implementation of the National Curriculum, we have witnessed the implementation of a new curriculum on English in the education system. The program, with a change in the teaching approach, as well as the preparation and compilation of newly developed textbooks, has had a major difference with the previous traditional and inefficient program. Due to the fact that practically all first and second levels of high school textbooks have been developed and taught, the necessity of critical analysis and evaluation of the program, with due attention to its strengths and weaknesses from different perspectives is inevitable. To achieve this, the present paper, using the language-in-education policy and planning framework and through a qualitative analysis has attempted to assess and analyze the new English language program, through delving into attitudes of five experts in the field of English language planning. The findings indicate that the new program, along with its strengths, suffers from deficiencies in teacher education, curriculum period, and especially student evaluation; such ignorance leaves of the new program with serious challenges. In the end, based on the findings of the research, suggestions are made to reduce potential and actual weaknesses of the program as well as strategies are introduced to improve it.
1. Introduction
The post-revolutionary system of English language education in Iran has undergone various changes; the last one dates back to 2013. Following the approval of two significant higher-level educational documents known as the Document on the Fundamental Transformation of Education and the Document of the National Curriculum, the English language education in the Iranian formal system has experienced its most fundamental, and of course, controversial reform (Alavi-Moghaddam & Kheirabadi, 2013). In fact, the program, with a change in its approach, as well as reform in the preparation and compilation of new textbooks, has experienced a major difference with the previous traditional and inefficient program (Davari et al., 2018).
Conceiving the importance of this reform and the necessity of its evaluation at this stage, which has been mostly neglected in the available research on the topic, the researchers attempted to critically evaluate the program. In a more precise word, using the language-in-education policy and planning framework, they attempted to assess and analyze the new English language program.
 
2. Literature Review
The story of English education in Iran has been described and documented in a grwing number of works including Farhady et al. (2010), Borjian (2013), Atai and Mazlum (2013), Davari and Aghagolzadeh (2015), Aghagolzadeh and Davari (2017) and Iranmehr and Davari (2018).
Despite the difference in their points of view, the point in common in these works is the belief that English education in Iran suffers from serious shortcomings for which the necessity of a thorogh evaluation is perceived. Despite this fact, reviewing such works reveals that the English curriculum in Iranian education system, especially the new curriculum, intending to reform the education of this language in schools, has not been studied and analyzed from a policy and planning framework of evaluation. In doing so, this study is an attempt to critically evaluate the new program of English education through integrating an efficient policy and planning-based framework.
To serve this purpose, Kaplan and Baldauf's (1997) language-in-education planning (LEP) framework was adopted as the point of movement. Their framework presents a rather comprehensive platform for evaluating educational programs through five dimensions (curriculum policy, personnel policy, methods and materials policy, community policy, and evaluation policy). The study would try to keep a critical eye on the evaluation of the new Iranian program of English language education with respect to these five dimensions so that the shortcomings and limitations of the policies and practices could be highlighted.
 
3. Methodology
The sampling method used in this study was that of criterion-based selection. In this form of sampling, the researcher creates a list of attributes essential to the study and then seeks out participants to match these criteria. The criteria in this research were: a) Having PhD in applied linguistics; b) Having expertise in ELT curriculum development and evaluation; c) Being familiar with the English language education in schools. Then, eight specialists with such criteria were contacted, out of which five accepted to take part as participants in the research. Among the different types of the interviews, the semi-structured one was selected (Dörnyei, 2007) and the findings were thematically analyzed.
 
4. Results
Regarding the first policy, namely the curriculum policy, findings revealed that the new program suffers from two serious shortcomings. First, the reduction of seven years of English education in the previous program to six years in the new program is in contrast with the essence of the communicative approach. Second, the crowded classes, leading to less exposure of students to English, cannot meet the curriculum objectives. Such findings are in line with Aghagolzadeh and Davari (2017).
Concerning the second policy, i.e. the personnel policy, findings showed that setting new criteria in teacher selection and holding teacher education courses seem necessary. In specialists' views, due to differences in teachers' abilities and skills as well as tangible lack of professional knowledge among them, the implementation of the new program is faced with challenges. In their attitudes, the teachers' awareness of such changes in the curriculum is of upmost importance, though its absence is quite evident. Such findings are in line with Alavi-Moghaddam et al. (2018).
With regard to the third policy, namely methods and materials policy, the specialists' attitudes were positive. In their views, this reform in approach, teaching method and especially textbook development has been essential. However, they clearly asserted that due to the significant position of textbooks in Iran, as the main source of input in education system, their constant revision and update are necessary. In doing so, considering the views of materials developers as well as paying attention to teachers' feedback were emphasized.
Concerning the fourth policy, namely community policy, findings revealed that they had two concerns. At first, the reconstruction of the society’s view toward English language is necessary. Secondly, supplying the financial needs of implementing a nationwide program like this must be considered. In their views, the accompaniment of students along with their families with the new program can guarantee its success.
Regarding the last policy, i.e. evaluation policy, the participants had a negative attitude. In their views, the current university entrance exam imposes heavy burden on the new program. In a more precise word, in their views the successful assessment of learners' knowledge and skills cannot be achieved by the current exams.   
 
5. Conclusion
In all, the findings indicate that the new program, along with its strengths, suffers from deficiencies in teacher education, curriculum period, and especially student evaluation; such ignorance leaves the new program with serious challenges.
The findings also promise some principal implications. First, they will redound to the benefit of language planners integrating the latest innovations in the field of curriculum development as well as considering the specialists' attitudes with regard to the program. Since the ever developing world of educational arena calls for a curriculum which meets the objectives, the findings of the present research can provide the language planners and material developers with an approach in which a thorough evaluation of the new program can be achieved.
Another possible line of research is investigating the teachers' attitudes and perceptions about the recent reform in the Iranian ELT program and the above-mentioned policies. Through such research, undoubtedly a more comprehensive evaluation of the program is provided.

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Dyes are being extensively used in textile, dyeing and leather industries and usually have a synthetic origin and complex chemical structure that may be mutagenic and carcinogenic. Among various processes of dye removal from wastewater, adsorption is considered to be the most efficient process. Activated carbon is the most widely used adsorbent with great success because of its high adsorption capacity, but its use is limited due to its high-cost, has led to a search for cheaper substitutes. Optimization methods, such as the Taguchi method has been generally adopted to optimize the design parameters, because this systematic approach can significantly minimize the overall testing and the experimental costs. In this study; the optimum condition of Reactive Blue 19(RB19) removal by activated carbon based on pomegranate residual is determined using Taguchi method. For this purpose, 4 main factors such as pH, adsorbent dose, initial dye concentration and contact time were considered in 5 levels. Therefore, an L25 orthogonal array was chosen, and the experimental conditions were obtained. In addition, after design of experiments, an analysis of the signal-to-noise (S/N) ratio was needed to evaluate the experimental results. The analysis of mean (ANOM) statistical approach was adopted herein to construct the optimal conditions. In addition to ANOM, the analysis of variance (ANOVA) statistical method was also used to analyze the influence of each controllable factor on the dye removal efficiency. To prepare the To prepare the activated carbon (AC), pomegranate residual was collected. Collected sample has been dried in an oven for 2 h at 100 0C. It was then ground in a ball mill and the material passed through the No.30 mesh was collected and tested. They were soaked for 24 h in a 1:1 wt. ratio with 50 wt. % phosphoric acid as the carbonized at room temperature. The sample is then decanted and dried in a muffle furnace for 1 h at 500 0C. They were then washed sequentially several times with hot distilled water, until pH of the washing solution became neutral. AC was finally powdered and sieved by the No. 100 mesh. The experiments were done 3 times according to the tests conditions determined by the Taguchi method and the dye removal efficiency was measured. Due to the results of S/N and ANOM, it can be inferred that the optimum mixture proportions to obtain the highest RB19 removal efficiency are as follows. (1) Initial dye concentration of 100 mg/L; (2) pH of 11; (3) adsorbent dose of 1.75 gr/L; and (4) contact time of 7 minutes. The experiment with aforementioned condition was done and result was shown the highest efficiency (98.94%). According to the result of ANOVA, the rank order of the contribution percentage of each factor on RB19 removal efficiency is as follows: (1) initial dye concentration (52.67%), (2) adsorbent dose (33.32%), (3) pH (13.61%), and (4) contact time (2.72%).