جستجوی مقالات مرتبط با کلیدواژه "دست ها" در نشریات گروه "ادبیات و زبان ها"

Albert Camus acknowledges absurdity and the only way to rebel against the fundamental emptiness of existence is to reach freedom and self-awareness. This transition would include two types: passive nihilist and active nihilist. The purpose of this paper is to examine the concept of the rebel in Camus’ philosophy and its representation in Samuel Beckett’s plays. To do so, two of Beckett’s plays, Waiting for Godot and Endgame are examined. The findings reveal a new reading of the ‘Camusian Rebel’. Contrary to Camus’ philosophy, the characters in these works have the courage to commit suicide and do not even try to create meaning out of their lives. They are castrated in speech and communication with the other, contradicting the Camusian definition of absurdity. They parody all Camus’ philosophical assumptions about the meaning of life and nihilism.

Translated literature constitutes a large share of children’s literature in Iran; however, few studies have investigated the broad spectrum of its aspects. Against this backdrop, the present study investigated the translations of a young adult novel in terms of the components of cultural identity. Initially, according to the definition given by Holliday, the elements of cultural identity in the novel were identified. Then, adopting a cultural approach, the Persian translations were investigated to identify the manipulated components. It was revealed that the most important components of identity in the novel are language, food, occupation and education, ontological attitudes and relationships. The analysis of the translations revealed that language was manipulated more than other components. This is majorly because the sociolects used in the novel to mark the first-generation immigrants to the U.S and also the young adults were standardized in the translations. Additionally, although the general sexual content of the novel was preserved in the translations, it was undergone manipulative procedures. As for the ontological views of the characters, they were kept in the translations despite being in partial contrast with the dominant attitudes in the Iranian society. These observations confirm the claim that translations involve less supervisory strictness compared with authored works. To investigate the effect of manipulations on the translations in their entirety, the observations were discussed in terms of Bhabha's concept of “hybridity”. Then, considering the position of Iranian translated literature for young adults in the literary polysystem, the current trend was justified.

The results of data analysis showed that there was a significant difference between the mean scores of post-test in the experimental and control groups after the training of handicraft skills. That is, handwriting skills training had a significant effect on handwriting skills (uniform letter size and vocabulary, letter alignment, and spacing between letters) and motivation for students with learning disabilities. And the accuracy of the letter form and the legibility of the letters do not improve under the influence of the skill training of the hand. So it is better to improve these skills in other ways and through other trainings. The results of data analysis showed that there was a significant difference between the mean scores of post-test in the experimental and control groups after the training of handicraft skills. That is, handwriting skills training had a significant effect on handwriting skills (uniform letter size and vocabulary, letter alignment, and spacing between letters) and motivation for students with learning disabilities. And the accuracy of the letter form and the legibility of the letters do not improve under the influence of the skill training of the hand. So it is better to improve these skills in other ways and through other trainings.

The present study investigated the effect of the grammar independent variable on research-related variables, namely handwriting and writing motivation of students with writing disorders in District 18 of Tehran. In order to study the relationships between independent variables and dependent variables, the experimental method with pre-test-post-test design was chosen as the research method. Accordingly, the statistical population includes all students with writing disorders in the first to third grades of the elementary school in District 18 of Tehran in the academic year 1397-1398. The statistical sample was purposefully selected and included 30 students who had a writing disorder in the first to third grades of the elementary school. The sample was randomly divided into experimental and control groups and the experimental group was given grammar skills training for 21 sessions. In order to measure the studied variables in this research, Minnesota handwriting skills test, Raven color intelligence test and researcher-made writing motivation test have been used. In order for the selected children not to have mental disabilities, color Raven intelligence test was used and Minnesota test and writing motivation test were used in the pre-test and post-test stages. The motor program used in this study is also a selection of the Lincoln-Ozortsky motor development scale, which includes fine motor skills related to the hand. Then, the analysis of covariance test was used to test the research hypotheses based on the collected data. The results of data analysis showed that there was a significant difference between the mean scores of post-test in the experimental and control groups after training in grammar skills. This means that teaching grammar skills have a significant effect on handwriting skills (uniform letter and word size, maintaining the alignment of letters relative to the written lines and the fit of the space between the letters) and the writing motivation of students with learning disabilities and the correctness of the shape of the letters and the readability of the letters do not improve under the influence of teaching grammar skills. So it is better to improve these skills in other ways and through other trainings.

Literature review

Learning Disabilities is one of the major topics in the field of psychology and education of children with special needs (exceptional) and educational psychology, which has been considered since the second and third decades of the twentieth century in developed countries, especially in Europe and the United States and It was noticed a decade ago in Iran. The term learning disability stems from the need to identify and serve students who consistently fail in their homework and yet do not fit into the exceptional age range of children. They have a natural appearance, their physical growth and height and weight indicate that they are normal. Their intelligence is more or less normal, they speak well, play like other children and communicate with others like their peers. They also have the necessary help at home and do well the work that their parents leave them to do. But they do not have the ability to flow the information to express and especially to write. Therefore, according to the general characteristics of these students, they can be placed in a new group called students with learning disabilities, and it can be said that students have disorders in one or more psychological processes related to comprehension using oral or written language, which can be complete inability to listen, speak, read, write, spell, or perform mathematical calculations (Fletcher et al., 2007).

The research design is a pre-test-post-test design. After selecting students with writing disorders, the designated students were tested by Raven Color Test. Raven Color IQ test was used to determine the IQ of students with learning disabilities. All the students were right-handed. Simple random sampling was used to form the experimental group and the first control group. The individuals were divided into experimental and control groups in a homogeneous manner. Individuals were grouped according to IQ and educational background. The individuals in each group were then evaluated based on the standardized Minnesota Writing Skills Test and their performance in the pre-test title writing skills was recorded.
The statistical population studied in this study is all students with writing disorders in the first to the third grade of the elementary school in district 18 of Tehran in the academic year 1397-1398.
The sample under study in this research was purposefully selected and includes 30 students who had a writing disorder in the first to the third grades of elementary school.

Of the 30 students selected, 14 were boys and 16 were girls. Their IQ, which was assessed using the Raven Color IQ test, was within our acceptable range of 90 to 100. Among them, about 10 students were studying in the first grade, 10 of them were in the second grade, and 10 were studying in the third grade.
Grammar on the writing motivation of students with effective writing disorders, according to the research findings in comparison with the experimental group with the control group, it was concluded that grammar has a significant effect on handwriting skills and writing motivation in children with elementary school writing disorders; Thus, there was a significant difference between the mean scores related to handwriting skills and writing motivation in children with writing disorders in each experimental and control group and the main hypothesis of the research is confirmed. The results of this research are consistent with the research results of Akhavast (2009), Asadidoust (2008), Taghavi (2011), Uon (2008), Farsberg (2009), Engels Man (2013). Explaining the results of this hypothesis, it should be stated that the use of grammar training improves eye-hand coordination, motor sequence, body schema and information processing. Learning writing skills is enhanced by performing grammar skills, which is effective and possible in the child's performance. The use of such teachings promotes learning in writing concepts and increases the motivation to write assignments in students with writing disorders.

In this study, we attempted to investigate the nature of Zahak's myth and the rise of the snake on his shoulder. First, we examine fifteen bits of Zahak's story And then we come up with the art form of story that looks modern While the work was created in the context of ancient Iranian history We have known it from the human language that was in Iranian hands Then we will discuss the concept of mystery, symbolism, and conceptual metaphor That each has a head on similitude, We then conclude that the reality of the two black snakes is according to Zahak's symbolic story ,A History of Myth in Prehistoric Sources, It’s a live and efficient concept that traverses space and time. Zahak's Two Black Hands, which made Ferdowsi a lasting and sinister story. King Mardush encroach with the lives and property of the Iranian people.

Khaleghi Motlagh is one of the last scholars of with the expertise of knowing texts and Shahnameh correction. He has edited and published Shahnameh in a critical scientific manner. The basis of his work is that the editor first reviews and evaluates all or a large part of the manuscripts and determines its independence or kinship and grouping, then chooses the most valid ones and puts one which is known as the oldest and the most correct ones as the basis of the text, and records the manuscript differences accurately and scientifically at the footnotes or in a separate volume, but unlike the method in which the editor have to be loyal and faithful to the original text in composing, he does not make himself to follow the main text. Rather, he evaluates the recordings in terms of their degree of authenticity (selection) and among them he chooses the right or more accurate recording on some more difficult recording criteria (Lectio difficilior) and takes it from any copy to the text; while in cases where all versions are corrupt, he makes a deductive correction. These three steps in the scientific-critical method of text correction are called Rezension, Examination, Konjektur. After reviewing forty-five manuscripts of Shahnameh, Khaleghi Motlagh, selected fifteen manuscripts for his correction among which he made Florence’s copy (1217 AD) as the oldest and the most correct volume and as the base of his work. Other copies including the London (1276 AD), Istanbul (1331 AD), Leningrad (1333 AD), Cairo (1340 AD), Cairo (1394 AD), Leiden (1436 AD), Paris (1440 AD), the Vatican (1444 AD), Oxford (1448 AD), Britain (1486 AD) and Berlin (1489 AD) copies were determined as the original manuscripts; while the London (1437 AD), Leningrad (1445 AD) and Istanbul (1498 AD) manuscripts have been introduced as non-original ones. Despite many corrections in which only the difference of recordings (negative way) are presented at the footnotes (negative method) Khaleghi Motlagh recorded the differences at the endnotes of his work (positive method) Accordingly, in addition to the discrepancies of the manuscripts, he has also presented the similarities and homologies of the recordings at the footnotes. This article attempts to critically study Khaleghi Motlagh’s critical-scientific correction method in order to find the level of his loyalty to the well-accepted principles of critical-scientific correction method and to offer some suggestions for improving the correction and refinement of the text.

In this study, the beginning verses of Shahnameh, as corrected by Khaleghi Motlagh, are evaluated in two parts based on the principles of scientific-critical correction and the images of the recordings. The first section deals with the direct relationship between the text and the footnotes. Then, the second part discusses the shortcomings and extensions of the text. Finally, the article will end with some suggestions to improve the texts

Based on Khaleghi Motlagh’s correction, the number of verses at the beginning of the book (from the beginning to the start of the Kioomars story), which he named preface, are 209 verses. We contrasted the text with fifteen versions used in the correction and find a difference. That is, the recording different copies (footnotes) of this section from pages 3-18 of the first volume that cover the edited text. In this regard, 81 handwriting malfunctions or negligence in recording different versions (out of 479 footnotes) can be seen. Add to this list the 24 unreported items (based on original manuscripts) which have been left unanswered. This section discusses such cases that make a fundamental change in the context of Shahnameh, including controversial verses besides the editor’s method of correction. There are also cases being discussed in which the editor has intertwined some manuscripts and created new recordings. The editor has counted a number of verses adjuncts for reasons such as the existence of Arabic words or not being in the original version (Florence) and driven them as footnotes. Based on the textual evidence of different versions of Shahnameh, in this study, the authenticity or non- authenticity of these verses has been discussed, and it has been concluded that mere Arabic words or external references (relatively simultaneous works) cannot be conclusively related to the adjunct verse or verses. In his correction for various parts of Shahnameh the editor has chosen titles that cannot be found in any of the manuscripts .These titles are the result of a mix of recordings of various versions that have resulted in producing new copies and have led to more confusion. In this section, we have illustrated such things and noted its damage to textual work.

Khaleghi Motlagh’s attempt to identify the Shahnameh manuscripts and his attempts to correct those manuscripts in a scientific-critical method is undoubtedly an important step towards the advancement of textual studies on Shahnameh, which has unique complexities qualitatively and/or quantitatively. Failure to adhere to the manuscripts of the work, failure to show the different versions of the text, using eclecticism, and referring to sources outside the text of Shahnameh necessitates a critical approach to Khaleghi Motlagh’s correction. Based on the presented textual evidences and analyses, this article argues that Khaleghi Motlagh’s correction cannot be a complete example of a scientific-critical correction that adheres to all definitions and methods. Moreover, it cannot be considered as a work that makes the readers needless to refer to the original manuscript. Finally, examining the beginning verses of Shahnameh with regard to our proposed suggestions for a better modification of the text, it seems that a new critical approach to the mere scientific-critical correction of Shahnameh is necessary and inevitable. It has been discussed and concluded that mere Arabic words or external references (works at the same time as Shahnameh) cannot be conclusively related to the adjunct verse or verses. In his correction for various parts of Shahnameh the editor has chosen titles that cannot be found in any of the manuscripts .These titles are the result of a mix of recordings of various versions that have resulted in producing new copies and have led to more confusion. In this section, we have illustrated such things and noted its damage to textual work. Khaleghi Motlagh’s attempt to identify the manuscripts of Shahnameh and begin to correct them with a scientific-critical method is an important step towards the advancement of textual studies on Shahnameh, which has in the terms of quality and quantity unique complexities. Failure to adhere to the manuscripts of the work, failure to show the different versions of the text, using eclecticism and referring to sources outside the text of Shahnameh necessitates a critical approach to Khaleghi Motlagh’s correction. This article, based on the textual evidence and analysis presented, argues that Khaleghi Motlagh’s correction cannot be a complete example of a scientific-critical correction that adheres to all definitions and methods and it cannot be consider that his audience has no need to refer to the original manuscript. Also by examining and analyzing the verses at the beginning of Shahnameh, while presenting our suggestions for a better modification of the text, it shows the necessity of a critical look at the only scientific-critical correction of Shahnameh.

This paper investigates intonational characteristics of yes/no questions in contrast to statements in Persian. Based on Tilt model, acoustic variables including duration, pitch amplitude and tilt are compared between these two sentence types. Since studies (Eslami, 2000; Mahjani, 2003; Mahootiyan, 1997; Sadat Tehrani, 2007) have shown the difference between yes/no question and statement is in the last intonational event, the goal is to determine which acoustic parameters are conceptually important in identifying the type of the sentence. To achieve this, at first, in the production stage, we used statistical analyses in relation to different levels of duration, pitch amplitude and tilt in questions and statements. Then, in the perception stage, first, we manipulated   acoustic variables (duration, pitch amplitude and tilt), then perceptual tests were used to measure the success of work. In the production stage, 40 yes/no questions and their corresponding and statements were read by five Persian speakers, and then through Praat software, the data were analyzed and the acoustic parameters measured. In the next step, by means of Student's t- test, we compared the mean of different variables in the questions and statements. The results of our statistical analyses showed that the average of duration and pitch amplitude except tilt variable were higher in final peak in questions. In the next stage, we manipulated the target points, including: edge f0, final peak, rightmost valley and penultimate valley in order to change the question to statement. Perceptual salience of these acoustic cues was investigated through questionnaire identification tests. The perception tests indicate that only the utterance-final edge F0 is a strong perceptual cue to make a distinction between question and statement. And simoltaneovs manipulation of all target points showed greatest effect on identifying the type of sentence.

What our predecessors have left as a token of legacy are treasures that must be recognized and preserved. Despite the recent efforts and investigations to identify valuable and exquisite, yet handwritings and manuscripts are unpublished and need still much to do. Manuscript versions of many works are in the public and private libraries around the world, however no action is taken to identify and correct them. One of these pricy works is a collection of poetry work (Divan) written down by a capable poet Mirza Azima Isfahani, whose pen name is Eksir. He is known as Mirza Azima (the yersr of death, 1169 AH) is a Persian poet of the Subcontinent who has remained unsung and unacknowledged due to being away from his home. He went to India in 1135 AH, stayedin Bengal during his life and died there. Only three manuscripts are remained of his Divan which contains 9000 verses; One is in the Library of Iran Parliament and the other one is in the National Library of Iran and the last one is reserved in the British Museum Library. This paper is to introduce this poet, his life and the manuscript.

Bactrian was the language of Bactria in northern Afganistan. This language is considered as one of the Eastern Middle Iranian Languages which was used from the first to the ninth century. The remaining materials from this language include coins, seals, inscriptions and documents. In 1990s, many Bactrian documents were found amongst which the letters were of most importance as they gave much more information about the Bactrian language. These letters were mostly written on leather and cloth.In the present article, one of these letters named as “The Letter of Borzmihr” will be analyzed. This letter was written in thirteen lines and on very fine leather. First, the letter will be transcribed and translated into Persian and then a full etymological analysis will be presented.