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Ijtihad from the Qur'an and Hadith can have two approaches: One: The conditions that individuals need to reach the stage and power of ijtihad. Two: the conditions that mujtahids face for ijtihad in a religious context; that is, the existence or non-existence is the ground of the possibility of definitive ijtihad from the religious text. A healthy and acceptable ijtihad must fully meet the requirements of both approaches; and disruption in any of these circumstances can overshadow the certainty of religious ijtihad. The current interpretation of the propositions of the Qur'an and Hadith relies heavily on the ijtihad of lexicographers two centuries after the life of the Prophet. Thus, in spite of this historical rupture of the word and the absence of numerous all-contemporary dictionaries of the Prophet, there is no requirement that the lexical ijtihad of two centuries after the Prophet, as we now use it, be one with the spiritual reality of the language of early Islam. Therefore, even if the mujtahids of religious texts are correct in their personal ijtihad, because the conditions for interpreting the text are not available. The current interpretation of the text and propositions of the Qur'an and their hadith is basically uncertain; and at most, it is suspicious. 

In Sistan, with an area of 8117 square meters, some 1660 archaeological sites have been explored during two phases of field surveys. The National Geographical Organization of the Armed Forces of Iran has divided Sistan into 22 geographical districts. The south of Qale Rustam Domain with an area of 295 square meters was the aim of second phase of investigation that could discover 280 archaeological sites. Most of them belong to Bronze Age. The site number 152 in the South of Qale Rustam Domain, which is located near the Iran-Afghanistan border with an area of 27000 square meters, was formed simultaneously with Shahr-e Sokhta. During the investigation, two stone objects resembling handbags, as well as a plenty of potsherds were found. The potsherds found at the surface level, both simple and designed are of the types found in phases 5-8 of Shahr-e Sokhta, which date back to the first half of the third millennium B.C. The specific function of these bags is still unclear, but seems to be weights or scale. However, based on chronological studies, these bags, like the other cultural proofs found around them especially pottery, can be attributed to the first half of the third millennium B.C.

The present study sought to find the most frequent lexical bundles, particularly the token of the bundles, in the introduction and discussion sections of Civil Engineering research articles. It also aimed to examine the forms or types of lexical bundles found in the introduction and discussion sections of the articles. To this end, a quantitative analysis was performed on the use of two-to-five-word lexical bundles, followed by a qualitative analysis of their functions and structures based on the structural taxonomy of lexical bundles proposed by Biber, Conrad, and Cortes (2004). AntConc, as a corpus analysis tool, was employed for the extraction of lexical bundles as well as the examination of their types and tokens. Likewise, concordancers and word and keyword frequency generators were used for the analysis of word clusters and lexical bundles.   A total of 790 lexical bundles in the introduction section and 279 lexical bundles in the discussion section were analyzed based on a set of pre-established criteria (e.g., the frequency cut-off of 20 per million words) . The findings revealed that the lexical bundles consisted largely of two-word strings, and the five-word strings were the fewest. Regarding the structural classification of bundles, phrasals were the most frequent ones, whereas clausal on es were the least frequent ones. The study carries important implications, especially for materials developers and course designers who may hopefully benefit from the results in designing EAP materials finely tailored to the linguistic needs of Civil Engineering students.

Since its introduction in 1980, the concept of Pedagogical Content Knowledge (PCK) has attracted much attention. Although many studies have been conducted in science and mathematics, there are insufficient studies to capture the PCK of EFL (English as a foreign language) teachers. Accordingly, the present study aimed to unearth EFL teachers' PCK through a grounded theory approach in the Iranian context. To this end, semi-structured interviews were conducted with 30 English teachers at senior high schools in three provinces of Ilam, Lorestan, and Kermanshah. The transcribed interviews were analyzed using coding procedures. The results yielded five main dimensions of EFL teachers' pedagogical content knowledge: English language proficiency knowledge, pedagogy knowledge, student knowledge, curriculum knowledge, and assessment knowledge. Data analysis also revealed the sources of EFL teachers' PCK construction and demonstrated that contextual and intervening conditions influence EFL teachers' PCK enactment. The findings may have theoretical and practical implications for high school EFL teachers, educators, and education programs.