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Putnam argues that accepting semantic externalism would require refuting the brains-in-a-vat skeptical hypothesis, and as a result, the skeptic will not succeed in proving her claim. Putnam's argument, however, is epistemically circular and inconclusive. The present article is devoted to evaluating Wright and Noonan's attempt to provide a plausible version of Putnam's argument. Based on the evaluation of these arguments, it was determined that (1) Wright and Noonan's arguments can at best only show that I am not a brain in a vat, but without the use of any auxiliary premises, they can not prove that we are not brains in a vat; (2) Contrary to Wright's claim, this premise of his argument that In BIVese, “brain-in-a-vat” does not refer to brains-in-a-vat, and its result, that is, that my language is not BIVese, lead his argument to be epistemically circular;  and (3) Noonan's attempt to avoid epistemic circularity has not led to the desired result, and his argument, like Wright's, is epistemically circular.

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The eye is the most important body member which is applied for receiving different extern data, saving them in the three layers of mind, that is, (imagination, hallucination, conception) as well as the semantic formatting. The verb “Raʾā” (beholding) as the main work of the eye, has this conception to expand the width of its meaning, it means, plus to the external visiting it can reason the internal too. Holding to this matter in converting the Persian texts and interpreting verses one has to monitorize the semantic coherence as well as the language coordinate. In Holy Koran according to the eyesight ability of the human being achieving the recognition of the complex and abstract concepts of mind is taken into account greatly, hence, the already lecture is trying to analyze, the semantic frames of the verb “Raʾā” (beholding) according to the Fillmore's semantic meanings theory. Using the cognitive linguistic, in the verses (Makarem shirazi, Aerfah, Pourjavadi, Khoram del, Elahi Gomshei and Safarzadeh). In the symbols of the under research Koran the verb “Raʾā” (beholding) has an abstract also concrete frame which is the external the very eye of the head. The outcome of the research shows that the translators in converting the Persian semantic meaning didn’t handle it correctly, considering, language coordinate. It can be said that they didn’t care about well, taking account the gap between Persian equivalences such as, beholding and observing and sometimes they have been used instead of each other.

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Idiomatic structures are of  the  forms which have been investigated  to argue in support of some theories  in Minimalist Program . In this regard the present study investigates the syntactic structure of Persian Idiomatic Expressions (PIE) in the frame work of minimalist approach. In this study a sample of 200 Persian idioms, selected randomly, have been studied to examine their flexibility in terms of their subjects, tenses and some other structures larger than Inflectional Phrase (IP).   The study supported  the idea that a phrase is formed by merging head ''X" and its complement ,and X-bar with its Specifier  to form X-bar and XP respectively. The analyses of the idioms shows that in the smallest form of idioms  a verb is merged with its complement  to  form a  "V-bar" and a V-bar is merged with a subject to form a VP. In this way the evidences from Persian support the idea of the Subject Internal Hypothesis.   The study also shows that idioms in Persian are fixed in bottom up way in forming Phrase Structure as in   V-bar , VP, IP(TP), CP respectively in clause structure level and even in larger ones.         

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The effect of the changing age distribution on national saving is estimated empirically in this paper. We have specified a saving function based on Ando – Modigliani’s Life Cycle Hypothesis which incorporates the portion of population in 11 different age groups to represent the age structure of the population. Auto_ Regressive Distributed Lag (ARDL) Model estimation technique is based derived from the ARDL model. An Error Correction Model (ECM) of national saving behavior in also constructed and estimated in order to reveal the short run dynamic adjustments of saving towards its long run equilibrium. Data used in the estimation process are time series data within the period 1345 and 1383. Data are tested for stationary and co-integration estimation technique in used for estimating the coefficients of the model. The results indicate that the age distribution in an influential factor an saving behavior of the population. A relative population increase in the age group of 15-24 and 55- and over, tends to lower national saving, while a relative increase in population within the age group of 25-29, 30-34, … and 50-54 has a positive impact on national saving. These in the age group of 35-39 and 40-44 have the highest saving rate.

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Across most languages, verbs produced by agrammatic aphasics are frequently marked by syntactically and semantically inappropriate inflectional affixes. The present study focuses on tense and grammatical agreement in the speech of Persian agrammatic aphasics according to the Tree Pruning Hypothesis (Friedmann & Grodzinsky, 1997). We wanted to know whether or not all functional morphemes are equally affected in this syndrome. We hypothesized that tense features are more severely impaired than agreement inflection. So we evaluated two Persian agrammatic patients in this descriptive-analytic study. They were classified as agrammatic Broca's aphasics according to the Persian aphasia test. The spontaneous speech, verb completion task and sentence repetition task were also designed and performed. Our findings showed that tense features are more severely impaired than agreement inflection. Results did not indicate a significant difference between different aspects of the Past tense; there was a significant difference between the mean of responses to Past tense in comparison to Present tense and Future. Our findings showed that the impairment in use of Past tense was more than the other tenses. On the other hand, tense features were more severely impaired than agreement inflection. This is because in languages with a rich system of agreement inflections like Persian, the verb agreement is a phonological representation of agreement between subject and verbal head in a specific position called Inflection phrase. Subject-verb agreement errors may occur because there is no movement of verb from the head of the tense phrase to the head of the agreement phrase as a kind of head-to head movement. The general idea is that the selective pattern of impairment in Broca's agrammatic aphasia and the dissociations witnessed in tense and agreement use follows from the inaccessibility of high nodes of the syntactic tree to agrammatic speakers. This causes syntactic structures that relate to high nodes of the tree to be impaired in agrammatism, whereas lower structures are unimpaired. A retrospective examination of the literature shows that our findings are corroborated by others. These findings also bear upon central issues in linguistic theories, such as checking theory in Minimalist Program by Noam Chomsky (1992) and that of Pollock (1989), regarding split inflection.
 

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Speaking, listening, writing, and reading have a particular influence on the language learners’ improvement and paying attention to improving such skills is necessary for teaching a second language. Since speaking and listening are naturally acquired from the beginning of our lives (Brown, 2001), most of the language learners pay more attention to these two and the other two skills take the back seats, though comprehension mostly happens through writing (Bazerman et al., 2005). Writing can bring the words and the language to the conscious level (Olson, 1993) and can produce a more lasting representation of the meaning, create a higher level of knowledge structure and deeper and more consistent learning (Brossard, 2001). In this regard, knowing the fact that creativity of the written texts is directly related to classroom involvement can probably be used for improving the students’ skills. For this reason, the present study aims to highlight the role of senses in the writing skill to reduce the difficulties a learner might face. Hence, the writers have employed the sensory relativism framework (Pishghadam, Jajarami, & Shayesteh, 2016) to teach writing and hypothesized that people’s senses can affect their understandings of the world and should their senses change; their conceptualization may vary as well. In other words, individuals’ outlook may be different if their first encounter to a concept is visual than tactile. Given the importance of sensory relativity in molding foreign language learners' perception of the new language, the present study attempted to assess Persian language learners' writing skill using their five senses. For this purpose, 40 non-Persian language learners, classified into four groups of 10, from 16 different countries, and at the same level of Persian language (level 7), were selected to participate in 20 sessions of sensory-relativism-based Persian language teaching class for five weeks. Regarding CAF (complexity, accuracy, and fluency) measures, results of qualitative analysis of 200 written texts about four Iranian cultural themes showed the significant effect of sensory relativity hypothesis on the language learners' writing skill. In other words, more involvement of the sensory stimuli brings about the internalization of students' information in their long-term memory. Furthermore, changes or addition in the level of senses can hierarchically relativize the students' level of learning. Subsequently, with the involvement of more senses, the accuracy, fluency, and complexity of the writing in the stages of involvement (inner and arch) were more than the stages of exvolvement (auditory, visual, and kinesthetic).The achieved findings revealed the effectiveness of this hypothesis on teaching language skills.
 

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In this study the syntactic movement of wh-words and the existence of question particle in the wh-questions and yes-no questions of the middle Persian are studied based on the Cheng's (1991,1997) "Clausal Typing Hypothesis" and Baker's (1970) works. Based on the Clausal Typing Hypothesis of the Cheng (1991, 1997), only languages that have question particle in the clause-initial position of the yes-no questions allow the wh-word to have syntactic movement and the languages that lacks initial yes-no question particles have no syntactic wh-movement. In this study, the wh-words in the middle Persian are introduced and their distributions in different sentences are studied. This paper is done based on two questions: How is the quality of wh-movement in the middle Persian sentences based on the Cheng's (1991,1997) "Clausal Typing Hypothesis” and the  second one is about the existence and distribution of wh-words and question particles in the middle Persian sentences. Considering these questions and the works of Cheng's (1991,1997), the results of this study are in line with the "Clausal Typing Hypothesis" and show that the middle Persian have no initial yes-no particle and there is no wh-word syntactic movement in the interrogative sentences.
 

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One of the steps of a research is hypothesizing that have been argued about its necessity and method in humanities. With investigating literary studies, it may be said that hypotheses haven’t any function in the research process. Critiquing the position and concept of hypotheses in literary researches, in this paper, we trace answers to these questions: why don’t hypotheses have any function in solving literary problems? Can we define a type of the hypotheses for these studies? There is a methodological difference between the concept of literary theory and theory in empirical methods. This different cause hypothesis in literary researches to lacks some properties such as Testability. In other words, due to dependence of literary researches and theories on reading, hypothesizing in literary studies is a useless and, sometimes, impossible task. Considering the implicit hypotheses instead of explicit and conventional one, maybe, we can produce a difference treatment of hypotheses for literary studies. Implicit hypotheses are not presented in the shape of a sentence, relate to step of text selecting and knot at the whole of research process.

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The present study investigates the Graded Salient Hypothesis and its effect on irony in order to investigate what is an important factor in accessing to the meaning of irony. The purpose of this study was to measure RT (reading time) and to identify and explain the relationship between the three variables, context (literal, figurative), familiarity (familiar, less familiar and unfamiliar) and reading speed (slow, simultaneous, and Fast). The questions that this research sought to answer were:
1. Do unfamiliar ironies and two next expressions in the figurative and literal context are read with equal speed?
2. Do less familiar ironies and two next expressions in the figurative and literal context are read with equal speed?
3. Do familiar ironies and two next expressions in the figurative and literal context are read with equal speed?
The research material consisted of 46 ironies in the Persian language. Ironies were the result of a conversation between a 30-year-old woman and a 28-year-old man. These samples were the result of an 8-hour recording of non-consecutive conversations that were given to two experts to confirm the validity of ironies, and the examples in this study are the confirmed ironies. Then, for every irony, there was an affective context in the figurative meaning and an affective context in the literal meaning of that irony. A pre-test (pre-test 1) was conducted to determine the extent to which individuals were familiar with these ironies. The level of familiarity was determined on a seven-level axis, ranging from 1 (lowest familiarity) to 7 (highest familiarity). The subjects in this pre-test were 20 undergraduate students, this test was considered as their classroom work and for which they were given a score. In pre-test 2, to ensure that the literal and figurative contexts made for less familiar, familiar and unfamiliar ironies were equally strong, seven axial axes were drawn for each of the contexts. On one side, there was the literal meaning of the irony and on the other side, the figurative meaning of the same irony was mentioned. The axis was divided into seven sections and participants were asked to indicate which meaning of every irony was closest to it and how close it was. Two booklets were produced so that each booklet represented only one type of context. One booklet contained various examples of less familiar, unfamiliar and familiar ironies in the literal context, and another booklet contained various examples of less familiar, unfamiliar and familiar ironies in the figurative context. The participants in this pre-test were two groups of 23 people (each consisting of 11 men and 12 women, aged 18 to 27 years) and this pre-test was as a classroom task for them to perform and to obtain score. Each booklet was assigned to one group and each group did not have access to the other group's booklet, and every participant only had access to one context type for every irony. Also, those who were selected for the pre-tests were not included in the main test. A software was used to perform a self-paced moving window test that was able to measure the reading time of expressions. Participants were confronted with high-speed Windows 7 computers (with three-core CPUs and 2 GB of main memory), and the software was run in front of them. The main test was conducted in two stages, with a time interval of two months. In the first stage, the participants were presented with irony in the figurative context and their reading speed was measured. In the second stage, the same subjects were presented with the same ironies in the literal context and their reading speed was measured. The two-month interval between the two tests was because reading one phrase in a particular context not to provide the key for that phrase in the other context. On the other hand, the same participant had to participate again in the second stage. Because his reading speed in the figurative context was to be compared with the reading speed of the same person in the literal context so that individual differences in reading speed did not interfere with the results. The results showed that the ironies did not fully support the Graded Salience Hypothesis, and the results were in contrast to this hypothesis, in that the context often outweighed the salient meaning and influenced perception. Therefore, context and salience effects were not parallel to each other. Also, based on the results of the research, it seems that the salient meaning in both the less familiar and familiar ironies was the figurative meaning and the salient meaning in the unfamiliar ironies was both literal and figurative meaning.
 

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Empirical studies imply that natural resource abundance plays an important role on economic growth in natural-resource-rich countries. The growth literature shows that human capital, education, technology progress and institutional quality are effective factors on economic growth. This article using a panel data firstly investigates the Resource Curse Hypothesis and then analyzes the effective factors and how they affect RCH. Among several effective factors that are reported in present studies, in this paper the main focus is on Human Capital and Institutional Quality. The sample for this research is two groups of petroleum exporting countries: A) Major petroleum exporters and B) Other petroleum exporters which are analyzed for the period 1996-2006. Results show that Resource Curse is seen in major Petroleum Exporting Countries. The findings also confirm the importance of low institutional quality and inadequate investments in human capital in case of resource curse. The results confirm that natural resource abundance has a negative impact on growth if considered in isolation, but a positive direct impact on growth if other explanatory variables, such as human capital, institutional quality, openness and etc. are taken into account.

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Ambiguity is one of the most important issues in lexical semantics and linguistics, and it has been studied from different approaches so far. It has a very long tradition of research in the history of linguistic studies. However, this paper will open a new perspective in studying semantic lexical ambiguity based on analysis of some cases in Farsi language, and as a result a new cognitive- semantic hypothesis will be introduced and discussed. Studying ambiguity with a cognitive approach may have some theoretical advantages which are not limited to Farsi language, and it could be generalized to all languages.Lexical ambiguity could be found when a word or lexeme presents more than one meaning at the same time by which a language user cannot easily detect the actual meaning. There are also syntactic and pragmatic ambiguities, but this research is about the semantic lexical ambiguity. Some cases of lexical ambiguity are homonymy words that are pronounced, and spelled similar but they are different words with different meanings.In this paper, a new hypothesis will be introduced which deals with the semantic lexical ambiguity with a cognitive approach. This hypothesis will be called dual readings hypothesis of semantic lexical ambiguity.
 
1. Introduction
Some cases of lexical ambiguity are homonymy words that are pronounced, and spelled similar but they are different words with different meanings. Polysemy also could lead to ambiguity when the context is not sufficient. However, another aspect of semantic lexical ambiguity could be seen in a word or lexeme when the word has both literal and figurative meanings, or explicit and implicit meanings, and the selection of the actual and final meaning is not easily possible for the recipient. Again, the context will remove ambiguity. Semantic lexical ambiguity is a result of double or multiple readings in a sentence or an utterance because of being some ambiguous word(s) in that linguistic unit. Homonymy words are by themselves ambiguous which will not be discussed in this paper. Ambiguity could not be considered as contextual sensitivity in which a change in the context may result in ambiguity. Context is the matter in contextual sensitivity. Semantic lexical ambiguity is typically relevant to co-text not context. Context could raise another type of ambiguity. Vagueness is different from lexical ambiguity in that way it refers to the general concept of a word not its specific feature(s).Ambiguity could be found between lexical meaning of a word and its figurative meaning. In Farsi for instance, the word Bimar has two different meaning of physically, or mentally, or morally ill. If someone refers this word to a person he could intend the lexical meaning which is physically or mentally ill, or its figurative meaning which is morally ill, and even a dangerous person. Moreover, if a word has polysemy meanings with explicit and implicit meanings it may be resulted in ambiguity. The main question of the present research is to find out if there would be an explanation with a cognitive approach for reaching out the actual meaning of a word which has semantic lexical ambiguity, and if this explanation could possibly lead to a hypothesis.
 
2. Methodology
All data presented in this paper are from spoken or written Farsi with no diachronic study. Some research has been done about this area in Farsi which has been mentioned in the paper. Farsi language is very rich in lexicon, and many cases of words with semantic lexical ambiguity could be found in Farsi. Most of the researches in Farsi have been done in the framework of the lexical semantics. The main issue which is discussed in this paper is that in many cases, the lexical ambiguity could be found out in words with both primary and secondary meanings, and implicit and explicit meanings. while it might seem that recognition of lexical meaning from figurative meaning should be easy but there are many cases in Farsi which might have semantic lexical ambiguity because the recipient cannot  come to a single reading of meaning of a word in a sentence or in a phrase, and more co-text, and also  in some cases context is needed to remove ambiguity. That happens because speakers minds have access to all primary and figurative meanings of a word at the same time especially when he/she is a native speaker of that language. The selected data reveal the semantic lexical ambiguity including both primary and secondary meanings in certain co-texts at the same time.The hypothesis is proved to work out in analyzing this type of ambiguity in Farsi.
 
 
3. Results
In this paper, a new hypothesis will be introduced which deals with the semantic lexical ambiguity with a cognitive approach. Some cases with semantic lexical ambiguity in Farsi will be discussed regarding this hypothesis. According to this hypothesis, when a Farsi speaker hears or reads a word or sentence which has lexical ambiguity, his/her mind based on speakers cognitive and linguistic competence processes the prototype meaning in the first phase. In this level, the lexical and primary meanings are retrieved and recognized. If there exists sufficient co-text then this primary meaning will be recognized, maintained and  will be understood, and if co-text is not enough for understanding the real meaning of the ambiguous word, simultaneously the second phase or secondary schema would be activated. Then, a semantic cognitive reading will be done in both implicit and explicit meaning levels of a concept and both levels will be activated in the speaker mind to recognize the real meaning. This reading could be reverse from figurative to lexical meaning based on the individual and past experiences of speakers which it would be then a marked reading. Mostly, the reading of meanings of a word begins with its prototype meaning.
 
4. Conclusion
The advantage of introduction of dual readings hypothesis of semantic lexical ambiguity is that it provides access to both lexical, primary and explicit meanings, and on the other hand, the secondary, figurative, and implicit  meanings. This hypothesis is about ambiguity of word which has primary and secondary meaning or it has somehow metaphorical extension or figurative meaning. Dual readings is a result of ambiguity and it will change to single reading for a linguistic unit when further co-text will be provided. In the literature of cognitive linguistic from beginning up to now, the concept of schema plays an important role. It is as the primary meaning of a word in another word. It is the main source of a metaphorical extension of a meaning of a word which results in a figurative and implicit meaning in that word. Schema is as a prototype concept from which various related concepts may emerge. The hypothesis discussed in this paper verifies that the primary and secondary meanings are inseparable because the dual readings have access to both which in turn causes semantic lexical ambiguity. Semantic and cognitive of Farsi speakers and most probably other speakers of other languages benefit from such dual access to different aspects of meaning of a word. This hypothesis considers the fact that no secondary or figurative or implicit meanings of a word has an independent status without its relation to the lexical and prototype meaning of that word. This paper is to explain the cause of semantic lexical ambiguity and its effects with a new cognitive hypothesis.

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In Economics literature many studies tried to examine whether stocks are perfect hedge against inflation. The answer is not conclusive. In this paper, using data from Tehran stock market, the relationship between inflation and stock returns during April 1991 till March 2009 is reexamined. The empirical results have shown that Fisher Hypothesis, which asserts that stocks are perfect hedge against inflation, has been rejected and also it is revealed that stocks are a weak hedge against inflation in Tehran stock market. Fama has already tried to explain why Fisher hypothesis did not hold in some situations. In this paper Fama hypothesis is examined and it is found out that Fama explanation for the rejection of the Fisher hypothesis is hardly acceptable and the negative relationship between inflation and real rate of return of the stocks in Tehran stock market can be attributed to temporary part of the inflation.

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The EAP students are not passive recipients who absorb subject-specific materials merely through exposure to the reading skill. The dominant misleading conception surrounding the EAP courses is that exposing learners to specialized texts creates a shortcut which contributes to enhancing their knowledge of the language. However, this article discusses that discipline-specific reading materials are like one-way street which hardly develop the learners’ grammatical and communicative competence. EAP learners need more general text types, tasks, activities, and exercises to learn and use the language. In the present study, the data were collected qualitatively through semi-structured interviews, classroom observations, and field notes. The participants consisted of 60 students and 16 language instructors. Data analysis was based on the five curriculum structure proposed by Brown (1995): objectives, needs analysis, teaching, materials, and testing. This study attempts to shed some light on certain controversial issues and the findings can have significant implications for ESP and EAP teachers, graduate students, syllabus designers, material developers, and researchers in the field of ESP.
 
1. Introduction
Every year, many students enter Iranian universities and EAP courses are offered to them in the first or second semester. A great amount of money, resources, time, and energy are spent on these courses. However, the results of such programs are less than satisfactory. The present study attempts to shed some light on EAP programs and intends to study the virtues and weaknesses of EGP and ESP courses.
Research Questions
1- What are the former and current students’ overall perceptions about EGP AND ESP and ESP courses with regard to the curriculum constructs?
2- What are the instructors’ overall perceptions about EGP AND ESP and ESP courses with regard to the curriculum constructs?
                                                 
2. Literature Review
2.1. English for General Purposes
 On the whole, the EAP courses might be divided into two parts: EGP and ESP. EGP is almost the major trend and the mainstay of any EFL situation, which intends to equip the students with necessary communication skills and strategies to perform effectively at university and fulfill their study purposes. In fact, EGP course helps students study and research through English language.
 
2.2. Content-Based Instruction
ESP is a form of language rather than an independent language in itself, which is used by specialists in contexts similar or pertinent to EGP. One of the classroom realizations of ESP and its application is the content-based instruction (CBI). CBI is the teaching and learning of language through content in which the stress is on students’ subject matter rather than language forms and functions.
2.3. EGP and/or Common Core Hypothesis
EGP is not limited to a particular discipline. Basturkmen (2006) holds that ESP is not independent in itself and makes use of every part of EGP at any time. The most prominent issue in any EGP course is the common core hypothesis put forward by Bloor and Bloor (1986). This hypothesis asserts that there is a common core of grammar and vocabulary in any discipline. Therefore, EAP should concentrate on presenting and practicing common features rather than specific subject matter.
 
2.4. English for Academic Purposes
In most parts of the world, EAP teachers are seen as an increasing source of income to attract international students (Hadley, 2015). However, they often lack the required knowledge in a specific field (Brinton & Holten, 2001). An important point to consider is that “ESP learners expect materials that teach them about their real world objectives, otherwise they can easily get demotivated” (Marcu, 2020, p. 309). Unfortunately, in Iran, there is no coherent plan to implement teaching methods for educational purposes and English courses are either taught by language or field teacher, without any communication or agreement between them (Atai & Nejadghanbar, 2017).
 
3. Methodology
The data were collected qualitatively through semistructured interviews, classroom observations, and field notes. The participants consisted of 60 male and female BA students who were taking or had passed EGP AND ESP course at the University of Tabriz, at the time of data collection. There were also 16 male and female language instructors who were full-time or part-time staff of the Department of English Language and Literature, and held master’s or PhD degrees.
                                                                             
4. Results
The results were discussed under five curriculum constructs put forward by Brown (1995): Objectives, needs analysis, teaching, materials, and testing. According to the students’ and instructors’ perceptions and classroom observations, EGP AND ESP course cannot achieve its intended purposes and the reason that some of the students do not like this course is that they passively receive materials in the classroom. During the interview, most of the instructors believed that because of the shortage of class time they could not dedicate equal and adequate time for each activity and exercise. The findings also affirmed that students who attend private language institutes participate eagerly and positively in classroom activities. However, those who are weak only sit and listen. More importantly, it was found that since needs analysis has never been carried out at the University of Tabriz, some of the grammatical points and exercises do not correspond to the students’ needs.

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Building structures begin to deteriorate once they are built due to harsh environment such as earthquake. To inspect present buildings and bridges following major disastrous events, such as earthquakes and hurricanes is often time-consuming and of high expense. This is also the case in regular operating conditions. Indeed critical members and connections are hidden under cladding and other architectural surface covers. This study aims to propose a novel method for identification of damages occurred in beams based on deflection under static loading. In this paper damage location on a beam is determined using statistical hypothesis testing applied on the deflection of the beam. It is worth mentioning that the statistical hypothesis testing is an appropriate method for statistical inference which can be used to judge a claim concerning an event in regards to different scenarios and possibilities. The statistical claim which would be analyzed is that damage is present among elements of the beam. Deflection of beam as a derivation of stiffness will be utilized here. Hence the basic idea in this study; to locate damages, is behind of calculating the difference between measured and estimated deflection of nodes of each element in both intact and damaged structures. Elements damage can be specified by applying damage index which is defined as D(x). Element’s damages can be judged through the damage index sign in two nodes of every element: The element will be considered damaged if the index is positive for both nodes of middle element or it is positive in only one node of element leading edges of fulcrums. To illustrate the efficiency and robustness of proposed method three different examples are considered. First example is a simple beam with five different scenarios including single and multiple damages. Second example is also presented to show comparison of the proposed method with the study by Abdo [18] and finally third instant is considered for showing reliability of the method in different beam types. For all of the examples, the deflection of damaged beams is recorded via sensors under only one state of static loading and the statistical parameters of the undamaged beams are generated under several static loading. Then by calculation of damage index, we can decide about damage locations. All examples show good performance of the novel method in damage localization. The most important result obtained from these examples is that, the more fine mesh, the better and the more accurate performance of the method. Of course this assertion is more important in the elements leading edges of fulcrums. Further, the performance of this method is demonstrated through damage simulation where the measured data are contaminated with noise and hence to evaluate the stability of the proposed method against various noise levels, scenarios are considered with different such levels.

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Compound verbs are among the important linguistic categories in different languages which have been the subject of many studies from different aspects of syntactic, semantic, and cognitive researches. A compound verb can be said that is a verb formed from two (or even more) parts: a verb, and mostly a noun, or an adverb or a preposition. A compound verb functions as a single verb. It has two components one of which is a light verb , which carries inflections, and it contributes to some extent to the whole meaning. The other part is typically a noun which bears the most of the semantics of a compound. In this paper, the semantic features of idiomatic compound verbs of the spoken Farsi are described and analyzed to reach out the possible explanation behind the semantic reading of those compound verbs in Farsi. This non-compositionality results in opacity and it is not easy for Farsi learners to guess the meanings. A new non-compositional hypothesis are proposed in this paper which explains the process of interpretation and reading of an idiomatic compound verb is essentially based on the non-verbal element of the compound and the figurative and idiomatic meaning is activated based on a marked collocation with a verb with which the non-verbal part has no semantic compositionality. This hypothesis is called Three-layered reading of idiomatic compounds.

1. Introduction
Compound verb formation is a frequent and ongoing process in Farsi. It could be considered as a creative linguistic phenomenon. Persian compound verbs are the composition of a nonverbal element and a verbal element; the nonverbal elements include nouns, adjectives, adverbs, prepositional phrases, and particles. As Wyatt describes it, phrasal verbs sometimes have meanings that you can easily guess (for example, sit down or look for). However, in most cases, their meanings are quite different from the meanings of the verb they are formed from. For example, hold up can mean 'to cause a delay' or 'to try to rob someone'. The original meaning of hold (for example, to hold something in your hands) no longer applies.
Verbal elements comprise some Persian simple verbs which are called light verbs according to Jespersen’s definition. The light verb is a simple verb that has undergone semantic bleaching (Vahedi langroodi, 1996; Karimi-Doostan, 1997; 2005). It can be said that a compound verb is a verb that is composed of one or more nonverbal components and a simple or compound verbal component. Compound verbs could be divided into two categories from a semantic point of view: composites and idiomatic (Karimi, 1997). In composite verbs, the meaning of the verb is somehow predictable from the meaning of its components; transparent, semi-transparent, or semi-ambiguous.

2. Literature Review
Despite many studies on morphologically complex and compound nouns, studies on morphologically complex and compound verbs are rare (e.g., Smolka et al., 2009; Smolka et al., 2010 for German; Feldman et al., 2002 for Serbian; among others). Guevara and Scalise believe (2009: 125) that it is remarkable the literature has dedicated a great deal of attention to just one case in compounding [...] that is endocentric subordinate right-headed [N+N]N compounds. While this pattern is certainly the canonical instance of compounding in the world’s languages, it is by no means the only one. Future work on the typology and the theory of compounding will necessarily have to shift the tendency shown until now by concentrating on the analysis of the many remaining compound types.
There is a considerable literature of study on compound verbs in Farsi by different scholars, namely, Lambton (1984), Bateni (1969), sadeghi(1970), khanlari (1976) ,windfuhr (1979), Mohammad and karimi (1992), Ghomeshi (1996), Vahedi langroodi ( 1996), Dabir Moghadam (1997), Karimi-Doostan (1997; 2005). Khanlary (2004) states that compound verbs will gradually replace simple verbs in modern Persian and this process started in the 13th century.

1. Methodology

In this paper, the morpho-semantics features of compound verbs of Farsi are described and analyzed to reach out to the possible patterns behind the semantic complexity of those compound verbs in Farsi. Around 180 idiomatic verbs from spoken Persian in Tehran were collected and several sample verbs were analyzed individually to testify three-layered reading of idiomatic compounds which is the main hypothesis of this research. 

2. Results

Bagasheva (127) states clearly that among the problems of compounds and compounding (including CVs) which are still at the center of ongoing debates, we find the interpretation of compounds as syntactic or morphological objects (Bisetto & Scalise, 1999; Neeleman & Ackema 2004, etc.); their properties as lexicalized objects or as the products of fully productive morphology, i.e. are they lexicalized items or morphological objects? (Gaeta & Ricca, 2009); issues over their headedness, is it as a unified concept or as a parameterized one (Lieber, 2004; Scalise & Guevaram, 2006; Scalise et al., 2009, etc.); the nature of their basic onomasiological function – naming or descriptive; the nature of their processing as on a situation computation online or as retrieval of stored ready-made lexical units (Libben & Jarema, 2006); the nature of their internal semantics in terms of compositionality (Benzces, 2006; Bundgaard et al., 2006; 2007); the status of their constituents as words or roots/stems or something else entirely (Trask, 1999; Bauer, 2005).
Dabir Moghadam (1997) intends to show there are two major types of compound verb formation in Persian: combination and incorporation. He supports his claim with different arguments. He mentions four major differences between compound verbs via incorporation and those formed by combination. He claims that semantically the verbs formed via combination and incorporation constitute conceptual wholes. He also suggests that compounds formed through direct-object incorporation and compounds that are the result of the combination of adjectives and auxiliaries do not need to be included as separate entries in Persian dictionaries since they are semantically transparent. The last feature suggests that compound–verb formation through incorporation is productive and the compound itself is referentially transparent, whereas compound-verb formation via combination is relative to incorporation, limited to productivity, and the compound usually involves metaphoric extension. There are hundreds of compound verbs in everyday usage of Farsi language among which one can find a large portion with idiomatic meaning. The most transparent compound verbs of Farsi are incorporated ones that are not completely lexicalized. The typical and most frequent compound verbs have lexical entries in the lexicon which means they do not have semantic compositionality and hence opaque in meaning. However, there are a lot of idiomatic compound verbs in Farsi which have figurative meaning. In this function, the usage of compound verbs is very high among Farsi speakers and the process of emerging idiomatic compound verbs is highly creative.
There are different reports on the number of Persian simple verbs; Khanlary (2004), for instance, suggests 279 verbs, Sadeghi (1994) discusses 115 verbs and Family (2006) talks about 160 verbs and this shows that Persian native speakers intend to use the productive combination of compound verbs to express verbal concepts and the usage of simple verbs is decreasing intensively. The specific feature of Persian compound verbs which is rare in other languages has motivated the Iranian and non-Iranian linguists to provide different analyses of this structure from different approaches (Bagherbeigi & Shamsfard ,2012).
Many compound verbs in Farsi have no literal or compositional meaning. This non-compositionality results in opacity, and it is not easy for Farsi learners to guess the meanings. To be non-compositional does not mean to have a figurative meaning, although we can find many compound verbs in Farsi with a metaphorical and figurative meaning. The examples below show compound verbs which are opaque and non-compositional:
Man zamin khordam.
I       ate      ground
I fell down.
“Khordan” is a light verb meaning to eat but as a light verb here has no semantic content. In the following example, “khordan” is a light verb in the compound verb and it has figurative meaning and it is still opaque:
Harfamo kordam va chizi nagoftam.
My speech ate and nothing was said.
I kept from and said nothing.
Some Iranian linguists as Dabir Moghadam suggests ghaza khordan(to eat food) in the following example as a case of incorporation. It could be understood as transparent and compositional:
Zara diruz ghaza khord.
Zara yesterday food ate.
Zara ate food yesterday.
Regardless of discussions on this issue if these types of incorporating verbs as “Ghaza Khordan” could be considered a compound verb or not, it seems that as long as it has not been lexicalized as a single verb and untied concept in the minds of Farsi speakers it leaves many debates. In a typical compound verb, the light verb lacks its semantic base and adds some meaning and it bears inflection but in incorporation as “Ghaza khordan” as it was seen the light verb has the core meaning and determines the output of the compound.
As another example, we have the light verb “Zadan” which could be found in several compounds in Farsi. It has lexical meanings of "to hit" and "to strike". Although the literal translation gives a figurative meaning, the intended meaning is not figurative.
Opaque and non-compositional:
?U dor zad.
Transparent and compositional:
Doostam ra kotak zadand.
My friend  OBJ-marker drub hit.
They hit/drubbed my friend.
A noun in the formation of a compound verb has a collocation with some light verbs. The process of compound verb formation follows some semantic restrictions. Hence, it is not general but rather it is a single lexical entry that has combinational meaning and complex form with its specific collocation. Compounding by itself is generative in Farsi. Many simple verbs in English have a compound equivalent in Farsi. For example:

English verbs	Farsi verbs
organize	sazman dehi kardan
invite	davit kardan
develop	tose dadan
mobilize	harekat kardan
call	seda/zang zadan
postpone	be takhir andakhtan
push	feshar dadan
change	taghir dadan
encounter	movajeh shodan
discuss	bahs kardan
observe	moshahede kardan
lie	dorough goftan

                                                    
As it could be seen many concepts which are expressed by a simple verb in English have compound verbs equivalent in Farsi. The reason could be said to be the analytical tendency of Farsi language which moves toward more compounding while uses less derivation and inflection forms. Farsi had an inflectional tendency regarding morphological typology in the old and middle era of its history.
A native language can easily realize that a compound has a figurative meaning though its form is far from being ambiguity. As an example in " kolah gozashtan" which means to cheat some and take his/her money, a Farsi speaker knows that it has nothing to do with its literal meaning that is "to put hat on someone's head". If he/she hears the following sentence:
U               sare     man(ra)   kolah gozasht.
He/She      head     me(OBJ-marker)        hat     put.
He/she cheated me.
A Farsi speaker takes for granted its figurative meaning as its intentional meaning and he understands it just in the meaning of cheating. However, if the sentence is with the following structure there is no compounding involved and the primary meaning is lexical:

U           kolah       ro                  sare      man    gozasht.
He/she the OBJ+marker    head     my      put
He/She   put the hat on my head.
As it could be found from the examples if we could separate the noun from the vector, there is no compounding anymore and the result is a simple verb and its object. The non-separation in a compound verb is a key issue that results in a single entry with specific features and meanings. A typical compound could have a lexical or figurative meaning but its noun could not be regarded as its object.
Three-layered reading of idiomatic compounds was proved to work for the semantic analysis of idiomatic compound verbs in Persian. Regarding meaning transparency a cline could represent three different kinds of compound verbs from the transparent one to the opaque kind which could be represented as follows:
Incorporated compound verbs              metaphorical compound verbs                idiomatic compound verbs
  (transparent)      (semi-transparent/opaque)          (opaque)
 

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