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 purpose of this study was to measure READING comprehension strategies when Tell Me More and Sweet English software were utilized to enhance the traditional READING comprehension practice. The study focused on evaluation of four strategies (i.e., scanning, skimming, inferencing and headline guessing) in READING comprehension in three different classes at an English language Institute in Iran. In addition, the study reported the relationship between learner attitudes and learner perceptions toward the use of the software. To do so, one hundred and twenty students studying at Jam-e-Jam Institute in Tehran were to be homogeneous, sixty were selected and assigned randomly to three groups of 20, one as the two experimental groups and the other as the control group. In the second step, subjects in both experimental and control groups were tested on a researcher-prepared READING comprehension test as a pretest in the first session. In the following 12 sessions, the treatment was administered to the participants. At the end of the semester, the subjects in all three groups were given the same test of the pre-test as post test. The test result showed that CALL groups (the experimental groups) surpassed slightly the control group. The use of Tell Me More produced a significant difference in learners' inferencing and scanning but not skimming and headline guessing as compared to Sweet English. The result of survey indicated an overall positive attitude toward Tell Me More. A significant correlation was reported between student attitudes and student perception.

This study investigated if different response formats (test methods) measure READING comprehension of expository text differently. The study was conducted with 48 semester 6 TESL students at a university in Selangor, Malaysia. These students received an expository passage having descriptive rhetorical structure followed by three response formats, namely, incomplete outline, graphic organizer, and summary writing. Results from Repeated Measures two-way ANOVA indicated that high-achievers outperformed intermediate- and low-achievers across the three response formats. Moreover, the three groups achieved higher scores on incomplete outline and summary writing, respectively. However, graphic organizer appeared as the most difficult task as the respondents achieved the lowest score in this task.

As assessment assumes a pivotal role in language education, the quest for the most valid, reliable, practical, and all in all, effective assessment has gained momentum (Kremmel & Harding, 2020).  This quest has led to the emergence of different types of testing techniques, one of which is the cloze test (Gellert & Elbro, 2013).  Rooted in his Ph.D. dissertation, Karim Sadeghi endeavors to provide a thorough treatment of the extent to which the cloze test can be employed as an appropriate and valid measure of READING comprehension in his recently published book ASSESSING Second Language READING: Insights from Cloze Tests. The book comprises 10 chapters and offers an authoritative account of L2 READING and the cloze procedure before evaluating a range of cloze tests both quantitatively and qualitatively.

The desert areas of the playas are important due to the diversity of geomorphological landforms and the great potential for geo-tourism development. These areas can be provided using statistical and quantitative models to determine the areas with a higher geomorphological diversity value to land planners for the sustainable development. This research was conducted to evaluate the geomorphodiversity in Mesileh playas in Namak Lake and Hoz-e- Sultan region. The geomorphological landforms in this area were extracted using satellite images and field studies, Fragstats software and the eight quantitative indicators of the landscape metrics include Patch Richness Density, Relative Patch Richness, Simpsons Evenness Index, Index Shannon Evenness, Shannons Diversity Index, Simpson's Diversity Index, Modified Simpson's Diversity Index, Modified Sahanon Evenness Index were exerted to evaluate the richness of geomorphological units in Masileh playas. The results indicate that the geomorphological units of alluvial fans, salt flats, salt mud flats and dunes, respectively, have the highest value among the landscape metrics. In addition, from the point of view of the landscape metrics, the northwest regions of Kashan and Abuzeydabad have the most incredible variety of geomorphology. This research showed that geomorphological units could be used as a suitable indicator in evaluating the diversity of the landscape, especially in flat areas with morphometric and geological diversity.

The aim of this study was to measure and compare the level of readability of Farsi books in the third grade of elementary in the academic year 1399-1400 based on four techniques of Flash, Gunning Fock, Fry and Laflin to measure the level of readability in terms of proportion between texts with age and understanding of students as well as access to the degree of adherence to the principles of planning such as simple sequence principle, it has focused on the difficulty of structuring. The research method is quantitative content analysis and descriptive statistical method. Based on the sensitivity of Farsi books in the first elementary school due to the role of the country's formal literacy infrastructure and the importance of the third grade for teaching advanced levels of the four main language skills, which leads to deepening comprehension and thinking and creativity in other subjects. The statistical population of the study was considered to be the newly READING Farsi textbook of the third grade of elementary school. For all four techniques, three samples from the beginning, middle and end of the book were randomly selected and based on formulas, diagrams and tables specific to all four techniques, first analyzed and then compared with each other. The results indicate that, firstly, the principle of simple sequence is not observed in the contents of the book, secondly, the level of readability of the book is very difficult and higher than the level of comprehension and ability of third grade elementary students.