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Financial markets are one of the most fundamental markets in any country. In the financial markets, the securities market and the foreign exchange market are sensitive sectors. These two markets are affected by fluctuations and economic cycles so reflect economic changes rapidly. Changes in the returns of one market due to arbitrage conditions during time lead to changes in the returns of other markets. This paper by dividing the spillover effect into two parts, mean effect and volatility effect, employing DCC-GARCH method, aimed to capture the spillover effects of dollar return, global market and Iran financial market in the period 1394-1398. Mean conditional results show that stock returns react negatively to dollar returns. In other words, there is a substitution between dollar returns and stock returns among economic agents. For the global economy, the stock market returns decreases with the fluctuations of the global economy index, but for the dollar, the relationship is reversed so that increase in the global economy index volatility increases the dollar return. For the volatility spillover, the results also supported strong spillover between each market pairs.

The book "The The Qur’an Misinterpreted, Mistranslated, and Misread: the Aramaic Language of the The Qur’an" was published in 2006 by Gabriel Sawma. The author has claimed that the language of the Qur'an is the Syro-Aramaic, and most of its teachings are derived from Jewish-Christian sources. Among his claims, he alleges that Muslims have misunderstood the verse 116 of Surah al-Baqarah:"And they say Allah has taken to Himself a son Glory be to Him…" (Wa Qālūt takhadhal lāhu Waladāan Subĥānahu). He regards the word ‘اتَّخَذ’ (Has taken) as a distortion of the Syriac «اتَّحدَ» (has united) happened by the Qur'anic scribers.  According to this recitation, the meaning of the verse is "They said that God is united with the Son". This meaning is in accordance with the New Testament doctrine of the incarnation of God through the Son. In this paper, Gabriel Sawma's viewpoint is reviewed and criticized by two intra-religious aspects including the Qur'an and Arabic literature and extra-religious features including linguistic historical-comparative in some branches of Sami languages and interfaith research. The authors conclude that the textual and linguistic evidence prove contrary to the Sawma's claim.

Arabic, as the only medium of performing religious rituals, is a widely used language in Islamic communities. Amongst uses of Arabic, reading and recitation of the Holy Qur’an enjoy a critical position. Accordingly, many religious schools have invested in teaching Qur’an and its required skills. Research findings have shown that Qur’anic teaching follows a traditional procedure in theory and practice. Considering the importance of conducting applied linguistics studies on teaching Qur’anic reading, the current research was an attempt to investigate the effect of semantic-structural elaboration of Qur’anic reading efficiency, encompassing reading reaction time, fluency, and comprehension. To this aim, an intact group of intermediate Qur’anic learners was selected through non-random convenience sampling and an experimental (pretest/intervention/posttest) design was employed in which the group underwent three different experiments. After raising awareness on five frequent Qur’anic roots and their derivations that occurred in different Qur’anic verses, tests were administered and parametric data were collected and analyzed through SPSS. Research findings revealed that intervention adversely affected reaction time by a significant increase (t (24) = -12.067, p < 0.000.) while promoting reading fluency and reading comprehension (t (24) = -9.643, p < 0.000, and t (24) = -6.914, p < 0.000, respectively). It was suggested that, though semantic-structural elaboration significantly increases learners’ knowledge of semantic, syntax, and morphology and promotes language skills, form-focused instruction is cognitively demanding and must be done with due caution. These findings could have implications for Qur’anic teachers, learners, and applied linguists in general.