---

The need to address reading skills in language teaching is important because it is related to the other three skills (listening, speaking and writing) and ultimately affects the main goal of language teaching, which is the ability to create effective communication. Now, given the presence of all mobile phones and laptops, questions arise, to what extent are electronic opportunities included in the educational content of the Russian language in Iran? Аanswering this question, as well as analyzing questionnaires with eleven main questions regarding the inclusion of new technologies, cultural topics, playing with proverbs and other issues raised in the teaching content of the reading lesson, as well as questions about whether such materials are included in the reading textbook or not, we came to the conclusion that there is an acute lack of new technologies and other things in the educational content of reading. Therefore, the authors of this study propose new ideas in the educational content of reading to solve existing problems and improve the educational process of teaching reading in Russian at the undergraduate level.
 

---

This study explores how Lacanian psychoanalysis governs and understands the mother-child relationships in Tennessee Williams' The Glass Menagerie (1944/2014) and Darren Aronofsky’s Black Swan (2010). In so doing, the primary purpose of this study has been to establish the links between the central characters' behaviors and the psychoanalytic concept of 'deferral of desire’.' The research proposes a novel aspect of 'psychoanalytic meaning' by basing it on the counter-intuitive process of evading the jouissance of actualizing and immersing oneself in one's object of desire. To support the proposition mentioned above, this study has explored the eventual fate of the children in Black Swan (Nina), and The Glass Menagerie (Tom and Laura), analyzing their respective experiences of (dis)satisfaction after their ultimate success or failure in their attempts to attain their objects of desire. This study has employed the Lacanian psychoanalytic concepts of the objet petit a and register theory to posit that satisfaction lies not in obtaining one’s object of desire, but in repeatedly failing to do so, due to the fact that possessing the object of desire shatters the lack which is the necessary condition of maintaining the desirability of the object of desire. The article concludes that while we are intuitively equipped to think of satisfaction as the effect of the realization of the object of one's desire, psychoanalytically speaking, satisfaction is found in precisely the opposite direction, that is, in a repeated failure to obtain the object of one's desire.

---

Salt stress is a serious environmental threat reducing crop yield. Hence, developing any breeding plan requires an understanding of the basic physiology and cell molecular genetic regulation under salinity stress. In this study, we evaluated the effectiveness of gene expression changes on ion homeostasis comprising salt overly sensitive (SOS1) and vacuolar Na+/H+ antiporter (NHX1) along with ion content measurement and proline content in the rice mutants at Rice Research Institute of Iran in 2018-2019. To survey these realities, tolerant mutant genotypes (em₄hs290 and em₄hs84) along with Hashemi parent cultivar, IR28 (sensitive), and FL478 (tolerant) seedlings were treated with 100 mM NaCl. Based on the results of growth indices, the seedling length of Hashemi cultivar and IR28 decreased considerably about 44.7%, and 44.2% reduction to that of the control, and the leaves progressively yellowed. Results showed that proline content and K⁺ and K⁺/Na⁺ ratio increased about ~2–3-fold higher in the tolerant genotypes than in the susceptible ones. Also, the overall amount of the OsNHX1 and SOS1 expression increased in tolerant genotypes compared to the susceptible ones. Accordingly, the compatible solute accumulation significantly advanced resulting in improvement of ionic homeostasis and probably suppresses the stress. Moreover, the variable pattern of gene expression in the two salt-tolerant mutants (em₄hs290 and em₄hs84) and Hashemi parent showed that the induced mutation could increase the salt-tolerant in mutant genotypes through ionic and osmotic homeostasis. Generally, these tolerant mutant genotypes could be applied to develop salt-tolerant varieties in rice breeding programs which can bring on production sustainability.

 

---

-

---

Iran is the fourth main producer of kiwi fruit in the world but the post-harvest wastage of this valuable fruit is considerable. On the other hand, the microalgae are natural and extraordinary nutritional sources that can be used in the production of functional food. The purpose of this study was the formulation of an innovative product of kiwifruit with high durability and its enrichment with Spirulina platensis algae and investigation of some of physicochemical and sensory properties of this product. In this study, the effects of different levels of Spirulina Platensis micro-algae in four levels (0%, 0.25%, 0.5% and 1%), agar hydrocolloids in three levels (0.25%, 0.5% and 1%) and guar in three levels (0.25%, 0.5% and 1%) on water activity, textural feature and color parameters of kiwi puree- based fruit pastille were studied and the best formulation been selected considering total acceptance and nutritional characteristics including vitamin C, total ash, protein, fat, fiber and iron and calcium content. The results showed that three variable (Spirulina Platensis, agar and guar) significant  effect on water activity. Additionaly, the results of coliremetre using Image processing techniques showed that the effects of agar and guar on "a*", "l*" and "b*" were not significant but Spirulina has a significant effect on color parameters on fruit pastilles. Texture analysis showed that agar and spirulina changed gumminess of the samples significantly. According to the sensory analysis, the 0.25% Spirulina, 0.25% agar and 1% guar obtained the highest score of total acceptance.  

---

Simulation in the new generations of games has paved the way for employing flipped classes. Given the significance of learning English for Specific Purposes (ESP), this complementarity study with a full-factorial design using Augmented Reality- (AR)-mediated English for Nursing Purposes (ENP) classrooms was administered in the fall semester of the academic years 2019-2020. This way, 240 (from among 249) male (n=89) and female (n=151) students from Medical University of Isfahan were selected and randomly divided into Commercially-Off-the-Shelf (COTS) sets with interdisciplinary and disciplinary circles to learn ENP listening and reading comprehension in homogeneous and heterogeneous make-up. The data were collected through a questionnaire, continuous assessment, journaling, real-world assessment, and an interview. The gathered data were analyzed descriptively and inferentially through repeated measures ANOVA, which, in turn revealed that AR-mediated ENP Learning (AAEL) led into students' comprehension and outperformance in both instructional-learning and professional contexts. Along these lines, practicing ENP reading and listening via self-made AR-assisted activities in interdisciplinary circles with heterogeneous make-up facilitated students’ progress and performance. Accordingly, it can be argued that educational stakeholders have been inspired by and shaped the EdTech-assisted scenarios. The findings can be tapped into for developing new language curricula in higher education.

1. Introduction
With the extensive use of mobile technology in higher education studies, namely mobile learning or m-learning, diversified language learning applications (apps) based on m-learning are emerging in the instructional-learning settings. Among these new apps, the belonging together of the various sights of the augmented reality games through simulation allows the students to move toward understanding of the world. The main goal of this complementarity study with self-explanatory sequential mixed-methods was to explore the practicality of augmented reality game-mediated modules for supporting and easing the learning process of English receptive skills in medical higher education. In addition, this study explored the perceived learning outcomes of augmented reality game-mediated modules in English for nursing purposes classrooms of medical universities.
Research Question(s)
The main research question of this study can be formulated as follows:
To what extent do the augmented reality game-mediated tasks facilitate students’ English for nursing purposes skills learning?

2. Literature Review
The theoretical framework of this study follows the cognitive load theory for game-mediated learning (Taşçı & Titrek, 2020) that underlines the interactivity of practice for learning through the simulated chapters of the new generations of games.

3. Methodology
 The participants were selected from among the male (N = 89) and female (N = 151) students (N = 240) through random sampling using the design of experiments. They were students of nursing, operating room, and midwifery who took the obligatory two-credit courses of English for nursing purposes in the academic years 2020-2021 at the Isfahan University of medical sciences. To assess the participants’ English proficiency levels, they took part in a test of Ministry Health Language Examination (MHLE). In this way, they were randomly divided into two groups of ready-made and self-generated augmented reality games to practice and learn the reading and listening skills of English for nursing purposes in the disciplinary and interdisciplinary bands. While in the disciplinary bands the participants from the same academic discipline practiced the content materials, in the interdisciplinary bands the participants from different academic disciplines practiced the materials. In so doing, initially, the participants’ attitudes towards mobile-game-based learning was solocited.18 online instruction sessions were carried out through Adobe Connect. Meanwhile, the participants’ reading and listening skills were assessed continuously from 0-20 scores. In tandem, the researchers wrote the journals during the course. Six weeks after the very final sessions of the course, the participants’ professional receptive skills were assessed in the healthcare fields. Finally, to solicit the participants’ views regarding learning English for nursing purposes skills through the medium of the augmented reality game-mediated tasks in the disciplinary and interdisciplinary bands, an interview session was conducted. The gathered data from the assessment of the participants during the course were analyzed through the mixed effect models. The researchers’ journals and the participants’ responses to the interview questions were conventionally content analyzed through MAXQDA 2020.

4. Results
The results revealed that augmented reality game-mediated English for nursing purposes learning led into students’ comprehension and outperformance in both instructional-learning and professional settings. The analysis of qualitative data indicated that the participants applied different strategies during the study. Most frequently cited were cognitive and support strategies with addressing the (academic and professional) need (e.g., adopting proactive role, vicarious learning).
Practicing English for nursing purposes reading and listening skills via self-generated augmented reality game-mediated tasks in interdisciplinary bands facilitated students’ progress and performance. Accordingly, it can be argued that educational stakeholders have been inspired by and shaped the educational technology-mediated scenarios. The findings can be tapped into for developing new language curricula in medical higher education.
Another important finding was that easy addressing the needs was linked to the facilitative effects of peers' supports. Helping each other to address the comprehension needs, and particularly patients' needs, may therefore be beneficial. Fostering a supportive social and psychological instructional-learning context was perceived by students as important for facilitating comprehension.
 

---

The incorporation of applied games in university differentiated language instruction is increasingly prevalent. This interventional study was conducted through non-crossover design in the academic years 2020-2021 among the students of Isfahan University of Medical Sciences. The quantitative and qualitative data were gathered by soliciting participants' attitudes towards English for Specific Purposes writing through (game)-based differentiated instruction, assessing their academic and professional writing, and debriefing their insight into how differentiated instruction might enhance English for Specific Purposes writing. While the quantitative data were analyzed through Wilcoxon signed-rank test and repeated measures ANOVA, the qualitative data were content analyzed through theme-based analysis. It was revealed that mixed reality harnessed the synergy of augmented reality and virtual reality in English for Specific writing education. Findings showed that single-minded preoccupation with a game type undermines the potential of game-based differentiated instruction in English for Specific Purposes writing. The results and implications are explained.

 

---

Mutagenesis has been one of the effective methods for creating genetic diversity and plant mutants can be significant bio-resources for crop breeding and functional genomics studies. The genetic and phenotypic diversity of 95 selected mutants from 17 mutant populations, obtained from an EMS mutagenized rice Hashemi variety, were phenotypically and molecularly assessed in M₃ generation. Phenotypic variation of these mutants showed that grain yield components varied among the selected mutants compared to the control plants. In parallel, genetic diversity assessed by 13 Inter-Simple Sequence Repeats )ISSR) primers showed that the number of amplified fragments per primer varied from 4 (pr1-7) to 11 (ISSR-7, ISSR-11). In general, 13 primers amplified 99 fragments, 50 of which were polymorphic (52.92%). The genetic variation created by ISSR markers within 17 populations varied from 11.11% in HM9 (Hashemi Mutant Line number 9) to 45.45% in HM2. The average molecular polymorphism value was 0.27. In the total genetic variance, 95% of differences were attributed to within-population diversity, and 5% were related to among-populations. The Unweighted Pair-Group Method with Arithmetic mean (UPGMA) trees illustrating ISSR diversity classified the rice mutant population into seven groups, which were further supported by model-based STRUCTURE analysis. In general, the studied mutant genotypes revealed desirable genetic characteristics in populations 13 and 17, with em₃h204 and em₃h280 genotypes being the most divergent.