Context:Rosa damascena L. (Rosaceae) (RD) essential oil and extracts are commonly used as a flavour in herbal medicine which increase libido. Previous studies have shown inhalation of RD flower’s oil increases libido and causes protective effects in formaldehyde (FA)-induced testicular damage.Objective: The protective effects of aqueous extract of RD on the male reproductive system of mice were examined following FA-induced damage.Materials and methods: Forty-eight adult NMRI male mice were randomly assigned to six groups (n = 8): control (normal saline, 10 mg/kg); RD40 (40 mg/kg, p.o.); FA treated (10 mg/kg of 10%, i.p.) and FA + RD treated at 10, 20 and 40 mg/kg (FA + RD10), (FA + RD20) and (FA + RD40), respectively, for 40 days. At the end of treatment regimes, serum testosterone (T) level and the reproductive activity, viz. body/organ weights, testicular structure and sperm characteristics were studied.Results: Formaldehyde administration significantly decreased serum T level (p < 0.001), testicular weight/volume, tubular diameter and sperm characteristics compared to the control group (p < 0.05). RD (40 mg/kg) administration in FA-treated mice significantly improved serum T level, testicular weight/histological structure, tubular diameter, Leydig cell number and epididymal sperm characteristics in comparison to its lower doses and the control group (p < 0.05).Discussion and conclusions: We may conclude that RD flower extract can withstand effects of FA in the male reproductive system of mice possibly due to its antioxidative properties.

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<p><em>In an effort with a two-fold research question regarding the role of teaching substitution as a kind of grammatical cohesion on the true identification of confusing substitution elements with cohesive or noncohesive roles in different contexts and also the production of modal, reporting and conditional contexts through clausal substitution acquaintance, the following procedures were taken. First 120 male and female EFL students were selected from Iranshahr Azad University. Having administered the language proficiency test, researchers selected 80 students as intermediate subjects according to their TOEFL band scores. First, pretests of cohesion identification (substitution) and production of modal, reporting and conditional environments were administered to both control and experimental groups. Then, the experimental group was exposed to the teaching of the above-said cohesive device. Finally, post-tests of substitution elements identification and modal, reporting and conditional contexts production through clausal substitution familiarity were administered. The results showed that cohesive device treatment helped students on the true identification of substitution elements. Another finding proved that EFL students may have no difficulty in learning certain rules or classification of rules and application of their clausal substitution knowledge in creating modal, reporting and conditional contexts. Our findings can have implications for the field of language learning and teaching by deepening our understanding of the nature of the cohesive devices used by Iranian intermediate EFL learners in the process of reading comprehension and also applying their knowledge of cohesive devices not only in reading skill but also in speaking and writing skills to have more fluent and accurate speakers, writers and successful readers.</em></p>

Abstract-This study aims at investigating the role of output and the relative efficacy of two different kinds of output tasks (reconstruction task and picture-cued writing task) in comprehending of two English target forms namely called past counterfactual conditional and English passive form. One hundred Iranian EFL learners participated in the experiment. In terms of target forms comprehension, the results showed that the participants who received output opportunities during the treatment performed significantly on the immediate post test and delayed post test. In terms of the individual effect of each type of output task type, the results also revealed that both groups improved significantly after the instructional treatment in the comprehension of the target grammatical features and the effects lasted one month.