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Neo-Fregean metaontology is one of the most controversial metaontologies in recent decades. Regarding this metaontology as a deflationary metaontology such as quantifier-variance or maximalism prevails nowadays. But, if we consider Frege's views and the consequent metaontology, it will be obvious that there isn’t any relation between Fregean metaontology and deflationary metaontologies. Hence, interpreting neo-Fregean metaontology in the light of Fregean metaontology categorizes it in the class of serious metaontologies. In this reading, the crucial point is that the metaontological language is the logical core of natural language rather than mere natural language. Notwithstanding that this reading is consistent, it has implications for neo-Fregean methodology, namely, that neo-Fregean metaontology's function is metaphysical - in the determination of the category of abstract objects - and epistemological - in justification of our knowledge about these objects – but not ontological.
 

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Regarding the characteristics of myth in various mythological approaches, it is evident that myth functions in the culture, society, mind, or psyche of human beings, has a collective aspect, is connected to an unconscious or preconscious state, and finally has a normative dimension. These characteristics make social ontology an appropriate place for the analysis of myths. Following the ideas of some social ontologists such as Searl or Tuomela, myth can be considered an institutional fact. However, according to the dominant approach in social ontology in the contemporary analytic tradition, all institutional facts are implicated by individual or collective intentionality. We argue that the peculiarity of myth’s connection with the unconscious state challenges all subcategories of the dominant approach in contemporary social ontology; hence, a shortcoming of the dominant approaches in analyzing myth as an intuitional fact.
 

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Abstract Ontological approach to literary texts, is not only an analysis for expressing the literary specifications of the text, but also a way to know the human being better in the society in which the story has taken place. In ontological studies, mainly the behavior of man, as a subject, with the text and with the others are searched. Actually, subjectivitation, means passing through subjectivitation and such a processing will be the basis of the ontological analysis of human being in contemporary philosophy. Applying such an analysis on a certain Persian literary text, the writer of which is well-known as a postmodern writer, may define and clear the above mentioned points. In basis of this research, the subject in postmodern Persian Literature are considered as textual subject. The textualised subject dosn't have a priority identity. Instead, it depends on the position of the textual subject. A decrease in objective specification of the subject and a raise in its subjective specification are the consequences of such a situation. This article deals with the procedure of textualisation ways, specifications of this procedure, and its results according to the content of the short story of “The Ruined Story” written by a Persian writer: Aboutorab Khosravi.

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Intertextuality is Mikhail Bakhtin’s evolved polyphonic theory based on which the literary texts of past and present are in dialogue with each other and no text is self-sufficient and devoid of its earlier texts. The intertextual feature of artworks and literary texts challenges their independence and makes the boundaries of their independence unstable. Drawing on this idea, the present study analyzes the short story “Mirza Yunos” from the short story collection Ayne va Se Dastane Digar by Sirus Shamisa. In addition to being a manifestation of the characteristics of postmodern era, I argue, the instability and suspension of boundaries among literary texts is a consolidating element for the ontological aspect of fictional atmosphere in the realm of fiction, through which the textuality of history/reality is realized. This study shows that the various inter-texts in a text can make it possible for the existing and non-existing experiences to be interwoven in a way that recognizing their limits becomes increasingly difficult. I also argue that literary texts are not just in dialogue with written texts, but the semantic and conceptual scope of the word “text” becomes wider and includes various new aspects. In fact, as different genres enter the fiction realm, one should speak of “inter-genre” concept and think of the fiction as its subcategory.

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Abstract It is safe to say that motivation is one of the most controversial concepts of study in all social sciences especially psychology. Concerned with this controversy, the purpose of this study was to investigate the problems of defining and theorizing about motivation. To this end, the tendency and capability of Iranian English learners and native speakers to distinguish motive and motivation was investigated. Moreover, the problems were situated in a historical context to shed light on the reasons behind them through a structural and genealogical approach. Based on the results all the participants including only distinguished motivation and motive where both of them were present, otherwise, they were treated synonymously. The structural analysis of motivation as a word resulted in a very broad definition: the whole process of moving toward a goal. This extensive meaning, which includes both mental and outside factors, cannot be accounted for in a single theory. Therefore, in the process of becoming a concept and then a measurable construct, the range of meaning has shrunk. It, in technical terms, is the inevitable result of embracing the ontology of analytical philosophy, which ends up in moving toward fixity and identity, by most psychologists. Being aware of these facts can play a major role in preventing motivational scholars from making unjustified conclusion based on their findings.

1. Introduction
The first psychological use of the term ‘motivation’ dates back to 1901 and has been a main concern and a controversial topic in psychology. It is also one of the most important, controversial, and debated concepts in SLL research. The common belief is that motivation is the indispensable factor in all facets of language learning without which the efforts for accomplishment would be in vain, and it can also make up for lack of abilities in other skills. Acknowledging the problems that surround motivation, this study aims at inspecting these problems, discovering the reasons behind them, and coming up with a comprehensive definition for motivation.
Research Question(s)
1. Do English native speakers differentiate motive and motivation when one of them is present (error-recognition test)?
2. Do Iranians majoring in English differentiate motive and motivation in error-recognition test?
3. Is there any difference among male native English speakers, female native English speakers, male Iranians majoring in English, and female Iranians majoring in English in the error-recognition test?
4. Do English native speakers differentiate motive and motivation when both of them are present (two-options test)?
5. Do Iranians majoring in English differentiate motive and motivation in the two-options test?
6. Is there any difference among male native English speakers, female native English speakers, male Iranians majoring in English, and female Iranians majoring in English in the two-options test?
7. Is there any difference between participants who took the error-recognition test and those who took the two-options test?
8. Structurally speaking, what could have been the meaning of motivation as a word?
9. What are the sources of the difficulties surrounding the definition of motivation?
10. In what ways the meaning of motivation has diverged throughout its life in the field of psychology?

2. Literature Review
2.1. Motivation in Psychology
Earliest attempts of psychologists to capture the essence of the concept is what came to be known as instinct approaches. In these approaches, inborn, biologically determined factors i.e., instincts, were considered to be the reasons behind behaviors. Later, drive-reduction approaches emerged to compensate for the problems inherent in instinct approaches. In these new approaches, the reason behind any behavior was considered to be lack of some biological needs which creates a drive for action to satisfy those needs. Regarding the drive-reduction approaches, two different criticisms appeared: they could not explain behaviors in which the goal was to increase arousal, and  lacked the rationale needed in accounting for behaviors which do not follow an internal drive. The line of work addressing the first criticism resulted in the development of arousal approaches the main proposal of which was  that each person wants to maintain a certain amount of arousal. Furthermore, incentive approaches emerged to cover external drives addressed in the second criticism. The shortcoming inherent in previous approaches paved the way for the emergence of cognitive approaches in which the source of motivation was believed to reside in people’s cognition, i.e., mental information processing or thinking.

2.2. Motivation in SLA
Dornyei and Ryan divide the historical development of L2 motivation research into three periods: social psychological, cognitive-situated, and process-oriented. The first trend differentiated language learning from other school subjects because, as the proponents proposed, it is not a neutral subject. The second trend started off as an attempt to connect with motivational psychology and study motivation in actual classroom settings. Beside temporal nature, attended to by cognitive situated period, the socio-dynamic perspective emphasized the dynamic character of motivation i.e., its fluctuation in response to the changes in environment.

3. Methodology
In general, 200 English native speakers (half male and half female), and 200 MA or Ph.D. students majoring in English (half male and half female) participated in this study. These participants were 22 to 42 years of age and agreed to participate in the second phase of the study via email. Twenty novels (both originally English and translated works) were randomly selected from the lists of ‘best novels of time’ provided by the Telegraph, the Guardian, and Time magazine. The word ‘motive’ has been used 241 times in these novels twelve of which, were randomly selected and used as materials to develop two tests: an error-recognition test and a two-options test. The Crosstabulation and Chi-square Test were conducted to reveal whether the participants differentiate motive and motivation in two different scenarios: first when only one of them is present, and secondly when both of them are provided as options. This data analysis was conducted both as a whole, and separately for Iranians and native speakers across both genders. Subsequently, a series of T-tests and ANOVA Tests were performed based on their scores to find out whether there is a significant difference among participants across gender, and language status.


4. Results and Conclusion
This study revealed that ‘movere’ which means to move, is the principal root of motivation. Another word that has its root in ‘movere’ is motive, the meaning of which has become so close to motivation. The results of the first part confirmed this proximity of meaning: both native speakers and Iranians majoring in English did not differentiate motive and motivation when only one of them was present. However, both group did differentiate them when both of them were primed. Simply put, although English users know and expect motive and motivation to convey different meanings, they could easily end up neglecting this expected difference. The definition of human motivation at point zero, as recreated through its linguistic structure in the second part of the study, turned out to be ‘everything that happens and/or is at play from the beginning of a behavior till its end whether the goal is accomplished or the behavior is abandoned for various reasons’. The review disclosed that this definition is practically nonexistent in the literature for various reasons such as:

• the analytical ontological orientation dominant in research projects within humanities and social sciences
• the inclination of researchers and theorizers toward preciseness and fixity at the expense of excluding differences
• the transition from word to concept within scientific fields of study
• the requirements of establishing a construct in scientific research projects.

 

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The term paradigm has become a central issue in philosophy of science. Increasing attention to paradigm in public administration, as a branch of social science, is also highlighted. This paper attempts to analysis seven paradigms in public administration research and to study ontological, epistemological, methodological, rhetorical and axiological assumptions of the each paradigm. Finally, we briefly offer some potential areas of public administration that can be informed by seven research paradigm.

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While the era of spiritual education for children in the West is developing as an academic field of enquiry but attention to it in educational system of the Islamic Republic of Iran and in academic researches is inconsiderable; The lack of models and theories for addressing spiritual development in the context of education span development theories that did not include the spiritual. So, there are theoretical gaps to be filled. Accordingly, this research suggests and designs an Islamic model for children's spiritual education based on philosophy of education of the Islamic Republic of Iran and Islamic teachings. For the purpose, in the first section of the paper, the concept of spirituality is explored based on Philosophy of Education of the Islamic Republic of Iran and then three main worldviews in relate to spiritual education for children in the West are explored and critiqued. So according to the theoretical foundations of formal and general education of the Islamic Republic of Iran, the concept of children's spiritual education is explored in dimensions of ontology, epistemology, axiology and anthropology. In the second section of the paper, its educational principles and methods using the Frankna induction is derived.

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The concept of anxiety occupies a crucial position in early Heidegger’s writings. Most prominently, it appears in Being and Time (1927) and “What is Metaphysics?” (1929) as a structurally central concept. After 1920s, Heidegger began to use the term much less frequently, leading some scholars to suggest a change in Heidegger’s view of the significance of the concept of anxiety. In this essay, we argue that central to the understanding of the role of anxiety in Heidegger’s thought is the fundamental difference between Heideggerian and psychological anxiety. This distinction is crucial as it is directly connected to the idea of the ontological difference, i.e., the difference between the ontical and the ontological, between beings and the Being of beings. Psychological descriptions of anxiety remain at the level of the ontical and, therefore, fall short of comprehending the ontological meaning of Heideggerian anxiety, which is one of Dasein’s basic possibilities of Being. Equipped with such an ontological understanding, we argue that the concept of anxiety remained central to Heidegger’s thought, early and late alike. We also suggest that Heidegger’s less frequent use of the term anxiety after “What Is Metaphysics?” could possibly be associated with his recognition that its terminological similarity with psychological anxiety may become a source of misunderstandings. Moreover, in the last section of the essay which functions as an addendum, we engage with Freud’s analysis of the uncanny and examine its relation to Heidegger’s Being-not-at-home. We argue that although Freud’s analysis of the uncanny does, in a sense, open up horizons beyond the reach of empirical psychology, his quasi-scientific quest for causal explanation ultimately remains within the framework of an ontical analysis.    

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Heat stress, or hyperthermia, can have a serious effect on chicken performance in poultry industry in many parts of the world. Both genetics and environment play key role in the performance of a chicken and, therefore, it is important to consider both factors in addressing heat stress. On genetics level, genome-wide association studies have become a popular method for studying heat stress in recent years. A population of 202 F₂ chickens was reared for 84 days to find genes and genomic regions affecting growth traits and immune system. But, due to unexpected acute increase in temperature at day 83, 182 birds died (case) and 20 birds remained alive (control). At the age of 70 days, blood sample of all birds was collected to extract their DNA, using modified salting out method. All samples were genotyped by a 60 K Single Nucleotide Polymorphism (SNP) chip. Genome-wide association study was carried out by GCTA to identify gene and genomic regions associated with heat stress tolerance. Results indicated a close relationship between 28 SNPs, located on chromosomes 2, 3, 5, 6, 7, 12, 19, 20, and 21 and heat stress tolerance at the level of suggestive significance. Two suggestively significant markers on chromosome 5, namely, GGaluGA273356 and Gga_rs16479429, were located within and 52 Kb downstream of two genes, including MAPKBP1and SPON1, respectively. Gene ontology analysis indicated that the resistance of chickens to acute increase of temperature might be linked to the function of MAPKBP1 and SPON1 genes and their biological pathways. These results will be useful for understanding the molecular mechanisms of SNPs and candidate genes for heat stress tolerance in chickens and provide a basis for increasing genetic resistance in breeding programs.

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Salinity stress is one of the most important environmental stresses that decrease crop growth and yield. Barley is an important crop known as the salt-tolerant plant in cereals. In this study, the salt stress-responsive root transcriptome of tolerant (Afzal) and susceptible (Yusef) cultivars was investigated. The sequencing of mRNA transcripts (termed RNA-Seq) was performed using the Illumina HiSeq platform after filtering for RNA with 3' polyadenylated tails to include only mRNA. The Tuxedo pipeline was used to identify the altered expression of transcripts. Sequencing results showed that, after initial trimming of the reads, more than 20 million reads (92%) remained for all samples, of which 88% were aligned with the barley genome. Bioinformatics analysis showed the altered genes expressions in various processes such as membrane antiporter and transporter activity, an antioxidant, wide range of kinase and phosphatase cascades, internal signal transduction, metabolism of carbohydrates, amino acids, and lipids, binding processes, response to plant hormones, catalytic activity, and cell wall organization. Gene network analysis revealed that key genes, including proteins involved in systemic acquired resistance, peroxidase family proteins, cyclin-dependent protein kinase, phosphatidylinositol kinase, auxin-carrying proteins, mannose 6 phosphate isomerase, helicases and transcription factors play an important role in salt tolerance. These data can be used as a valuable source in future studies for genetic manipulation of barley and development of salinity tolerant cultivars.

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Salt stress, as the most important abiotic stress, limits growth of plants and causes extensive damage to agricultural production worldwide. Therefore, it is necessary to identify genes that play a key role in tolerance to salt stress in plants through the analysis of transcriptome data such as microarray and High-Throughput Sequencing (HTS or NGS). In the present research, the combined analysis of microarray data by R packages for Hordeum vulgare L. under salinity stress identified 685 upregulated meta-DEGs (differentially expressed genes) and 766 downregulated meta-DEGs. The upregulated genes mostly belong to abiotic stress tolerance and hormone biosynthesis, and the downregulated genes pertain to late embryogenesis abundant protein and salinity stress response. GO terms in the upregulated genes are mostly associated with response to external and internal stresses; and in the downregulated genes, they are mostly associated with cellular metabolism. In the up and down meta-DEGs by KEGG, most of the genes connected to salinity stress included PP2C, ABF, AGT, and ChiB and F-box connected to the downregulated genes. Moreover, Transcription Factors (TFs) in the up and downregulated meta-DEGs with high frequency included AP2, ERF, bZIP, and bHLH. Most of the hub upregulated genes acquired from this research were metabolite biosynthesis and photosynthesis-related; and the hub downregulated genes were mainly the tricarboxylic acid cycle and glycolysis processes-related. Finally, a comparison was made between this meta-analysis and data obtained from other investigations. The findings validated their up and down expression. Our results give a new understanding about the molecular mechanism and present many TFs and candidate genes for salt stress tolerance in barley breeding programs.