Introduction: From a long time ago, benefiting from technology has been an inevitable thing for human interests, which is born and based on science. It can be claimed that there is harmony between ETHICS, science and technology, which promote each other. In this article, the researcher discusses this harmony and compatibility. Material and Methods: The current review study was descriptive and using the study of sources and research keywords among the books and articles published in the databases of Thomson Information Institute, Science Direct and Pub Med. Conclusion: As science and technology continue to advance and become more integrated into our daily lives, ethical considerations become increasingly important. For example, the rise of artificial intelligence (AI) has raised questions about the potential implications of creating machines that can make autonomous decisions and take actions. If science and technology were considered as a tool, it should have been able to subjugate humans and influence all aspects of behavior and values. While it has become a problem that eventually becomes aligned with morality by applying reason, and people now seek help from it as a tool.

Backgrounds: Present day knowledge, such as biology, medicine, astronomy, physics, mathematics, ETHICS, religious studies all began with experiences, then as skills and gradually were presented as science.How would be the state of science, particularly empirical sciences, in the next hundred or even thousand years? To what extent answers to endless queries and questions can be provided, we cannot say, but probably even more unknowns will be found.This is the reason for ethical considerations to provide an umbrella coverage for this progress, as an inhibiting factor, or at least reducing element for diversions and damages human society and planet earth.It should be reminded that it may be agreed upon that none of these rules and anti-rules have absolute applications. They may have varied and mixed reservations by different scientists in different occasions and times.Conclusions: Values and anti values in ACADEMIC relations, as suggested by Menton (CUDOSHUR), or revised by Mitroff (SPINODINR), have been provided in the frameworks of two tables that can make comparison, judgment and acceptance of these on contradictory scientific behaviors easier.

Background ACADEMIC cheating is one of the current and increasing problems in educational systems and irreversible harm to the ACADEMIC community. The aim of this study was identify the reasons for student's ACADEMIC cheating and categorize their responses upon neutralization strategies. Method Phenomenological qualitative approach was used. The study population includes all students of Birjand University consists of 11225 persons. 20 students of Birjand University were selected using purposive sampling. Data were collected using semi-structured interviews and by Corbin and Strauss color coding was analyzed. Results 893 codes in the interview in seven main issues were classified: "student، social norms، professor، the University، the nature and degree courses، nature of the task and the level of education". Students، at the first، have stated their role in the perpetration of cheating، they then have employed respectively neutralization techniques? condemnation of the condemners، denial of responsibility، denial of the victim، appeal to higher loyalties and denial of injury? . Conclusion Many types of cheating are avoidable with laws and educational management and scientific ETHICS in higher education will be enhanced. Higher education policy makers should take the necessary steps to train professional ETHICS to students during education. Professors can also be effective in reducing cheating by focusing on the development of professional skills، supportive and respectful interaction with students and continuous evaluation.

Background and Aim: Investigating the effective factors in ACADEMIC success has always been one of the concerns of educational and higher education system researchers, so the present study was conducted with the aim of investigating the role of ACADEMIC resilience and ACADEMIC ETHICS in predicting the ACADEMIC success of students. Methods: The current study was descriptive-correlational and the statistical population included students of Farhangian University of South Khorasan in the ACADEMIC year of 2021-22. According to Krejcie and Morgan's table, 330 people were selected using available sampling method. The research data collection tools included Samuels' ACADEMIC resilience questionnaires (2004), Golparvar ACADEMIC ETHICS (2010) and Wells' ACADEMIC success (2010). To analyze the data, Pearson's correlation test and simultaneous regression were used using SPSS 24 software. Ethical Considerations: After obtaining permission from the university and explaining the objectives to the participants, their consent was obtained and they were assured about the confidentiality of the information. Results: The results showed that there was a direct and significant relationship between ACADEMIC resilience (r=0. 676) and ACADEMIC ETHICS (r=0. 501) with ACADEMIC success (P<0. 01) and the components of ACADEMIC resilience and ACADEMIC ETHICS explain 50. 1% of students' ACADEMIC success. Conclusion: The research findings provide the basis for more and deeper educational researches in the field of ethical educational planning and strengthening resilient character.

Background and Objective: Educational ETHICS imply values such as honesty, reliance on one's own personal effort, not to abuse the efforts of others, and respect the dignity and respect for others. Students are faced with different situations in which they show various moral and immoral behaviors. This study aimed to explore medical students' viewpoints and experiences at Golestan University of Medical Sciences about ETHICS in ACADEMIC environment in 2013.Materials and Methods: In this qualitative study a purposive sampling was used with maximum variation and 12 medical students participated in the research. Data was gathered using semi-structured interviews. At least an open question "When I say ETHICS in education or educational environment, what comes to your mind" was repeated in all the interviews. The interviews recorded and transcribed line by line and then analyzed according to "conventional content analysis" method.Results: "Respecting teacher dignity", "preserving dignity of classroom", "respecting and maintaining dignity for classmates", "seeking for knowledge and sciences” emerged as the main themes of the current study.Conclusion: University students considered learning environment as a sacred place; conforming its expected rules and ETHICS would be mandatory. Abnormal behavior causes not only loss of students dignity but also could be harmful to the calmness of educational atmosphere and may evoke different unpleasant pessimistic ideas about such ACADEMIC environment.

Background: ETHICS in research has some requirements for the practical application of ETHICS in scientific research. All scientific research may be exposed to ethical challenges. Therefore، the present qualitative research has been conducted with the aim of pathology of research ETHICS in universities. Method: The present study is applied in terms of objectives، and was conducted via the qualitative approach and using the descriptive phenomenological method. The population of the research consisted of all faculty members of Azerbaijan Shahid Madani University، among whom 13 participants were selected via the convenience sampling method until theoretical saturation. The research method was in-depth semi-structured interviewing technique. The data obtained from interviews were analyzed and categorized via Colaizzi's seven steps method. Results: After filtering the data، three main themes and 14 subthemes were extracted. Main themes are as follows: problems and damages of research ETHICS in universities، reasons for the occurrence of existing problems in the field of ACADEMIC research ETHICS، and strategies for improving the state of ACADEMIC research ETHICS. Conclusion: In the field of ACADEMIC research ETHICS، there are some structural and cultural weaknesses. There are structural weaknesses because the ACADEMIC system has provided grounds for faculty members who have no choice to do research and write articles for survival and promotion in this system، and indices of professional ETHICS and research ETHICS have not been explained appropriately for them، there are weaknesses.

The purpose of this study was to predict ACADEMIC adjustment based on coping strategies and ACADEMIC ETHICS of students. The type of research was applied and its method was descriptive correlational. The statistical population of the study consisted of high school male high school students in Karaj in eleventh and twelfth grades. 150 students were selected by random sampling method. Data collection tools included Sinha and Singe ACADEMIC Compatibility questionnaires (1993) with a reliability of 0. 86, Billings and Moss Coping Strategies questionnaires (1984) with a reliability of 0. 79, and Golparvar ACADEMIC ETHICS Questionnaire (2010) with a reliability of 0. 89. The validity of the questionnaires was based on the opinions of several professors and its reliability was determined by calculating Cronbach's alpha coefficient. Data were analyzed using SPSS 24 software and using descriptive and inferential statistics such as normality and regression tests. The results of the first hypothesis test showed that coping strategies and ACADEMIC ETHICS can predict 42% of students' ACADEMIC adjustment changes. The results of the second and third hypotheses showed that coping strategies have a positive and significant relationship with students' ACADEMIC adjustment. Also, educational ETHICS a positive and significant relationship with students' ACADEMIC adjustment.

Introduction: The ethical dimensions of agriculture need to be explored, distinguishing between ETHICS in agriculture and ETHICS of agriculture. ETHICS in agriculture is traditionally based on abstract moral theory, formulated through logical reasoning, but often found inadequate to address the complex ethical challenges within agriculture due to its abstract nature and lack of practical visibility. Conversely, ETHICS of agriculture is approached within a context-specific framework derived from the research topic with the aim of providing more tailored solutions. Materials and Methods: A comprehensive review of the relevant literature is conducted, using a descriptive-analytical approach to provide a conceptual framework for understanding agricultural ETHICS. Conclusion: The article highlights the critical need for a comprehensive ethical framework to address the multifaceted ethical challenges in the agricultural sector. The importance of analyzing and resolving ethical dilemmas at all stages of agriculture is underscored in order to align practices with human ideals and to ensure ethical decision-making by stakeholders involved in agriculture.