Verticillium dahliae is an economically important pathogen causing vascular wilt on more than 160 plant species. Most strains have a wide host range. Forty-five wild isolates of V. dahlia recovered from different woody AND herbaceous plants throughout Iran. GENETIC diversity of the isolates was assessed through vegetative compatibility groups (VCGs) using nitrate non-utilizing (nit) mutants. Nit mutants were generated using water agar supplemented with 5-7% KClO3. Nit mutants from different isolates were used in all possible combinations. Three VC local groups were identified AND designated as VCGA, VCGB AND VCGC which correspond to VCG2B (88.8%) AND VCG 2A (8.8%) AND weakly to VCG2A (2.2%) Most of the isolates were assigned to VCG2B. The results indicated that GENETIC diversity of V. dahliae is very low AND there were no relationship between VCGs AND geographicalorig in of the isolates. Host specificity of V. dahliae using 18 isolates was determined on 11 different hosts plant species. Different plants reacted differently to the isolates AND were divided into three groups: very sensitive (eggplant, pistachio, cotton AND okra), semi-sensitive (sunflower, radish AND rapeseed) AND low sensitive (pepper, tomato, small radish AND cabbage). Each plant species reacted differently to each isolate. Mint was less sensitive to the pathogen (5 isolates) than other plant species tested.

In this study, total numbers of 4817, 1913, 1515, 6249, 1871, 1532, 1208 records of birth weight, weight of 3 AND 12 month age, cashmere weight, total number of lambs born, total number of lambs weaned AND lambing interval in Raienian Cashmere goat were used. These records were collected in Baft station from 1989 to 2006. The animal model was used for GENETIC evaluation AND estimation of GENETIC AND phenotypic correlations for these traits. Heritability above was estimated 0.24, 0.07, 0.20, 0.17, 0.06, 0.08 AND 0.03, respectively on the basis of the best model for each trait. GENETIC correlation between birth weight AND12 month weight, birth weight AND cashmere weight, 3month weight AND total number of lambs weaned, 3month weight AND total number of lambs born, 12 month weight AND cashmere weight, 12month weight AND total number of lambs born, 12 month weight AND total number of lams weaned, 12month weight AND lambing interval, lambing interval AND total number of lambs born, lambing interval AND total number of lambs weaned, was estimated 0.27, 0.072, 0.02, -0.16, 0.28, 0.10, -0.27, -0.12, 0.30 AND 0.42, respectively AND phenotypic correlation was estimated 0.23, 0.056, 0.066, 0.07, 0.20, 0.01, -0.54 , -0.43, 0.02 AND 0.04 respectively, using Bivariate analysis.

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.