Bridging the ‘ know-do’ gap is not new but considerably greater attention is being focused on the issue as governments and research funders seek to demonstrate value for money and impact on policy and practice. Initiatives like the Canadian Institutes of Health Research (CIHR) Health System Impact (HSI) Fellowship are therefore both timely and welcome. However, they confront major obstacles which, unless addressed, will result in such schemes remaining the exception and having limited impact. Context is everything and as long as universities and research funders privilege peer-reviewed journal papers and traditional measures of academic performance and success, novel schemes seeking to break down barriers between Researchers and end users are likely to have limited appeal. Indeed, for some academics they risk being career limiting. The onus should be on universities to welcome greater diversity and nurture and value a range of academic Researchers with different skills matched to the needs of applied health system research. One size does not fit all and adopting a horses for courses approach would go a long way to solving the conundrum facing higher education institutions. At the same time, Researchers need to show greater humility and acknowledge that scientific evidence is only one factor shaping policy and practice. To help overcome a risk of ideology and opinion triumphing over evidence, attention should be devoted to encouraging citizens to get actively involved in research. Research funders also need to give higher priority to how policy can be made to stick if the ‘ know-do’ gap is to be closed.

"Story within story" or "Embedded narrative" is "a combination of narrative sequences such that one sequence is Embedded in another one". Despite the extensive use of this technique, there is no comprehensive source for Researchers. Thus, the main aim of this article is to provide a history of Embedded narrative in Persian literature from the beginning to ninth century. Results show an expansive use of this technique in narrative genre; a continuum from fictional to didactic and mystical works. Moreover, on the basis of the role of Embedded narrative in plot, the trilogy kinds of embedding are discovered: instrumental, structural and synthetic.

Dear Editor: We read the brief report by Khadem-Rezaiyan and Moghadam, “Hijacking by Email: A New Fraud Method” (1), and would like to present some details and correct some issues in their report. We applaud these authors for increasing awareness of the problem. It appears that the phenomenon is growing faster than attempts to expose it and eliminate it.

In this article, the writer refers to action research as teachers’ professional activity that can develop insights, actions and educational change. He indicates its contribution to solving practitioners’ educational problems, inspiring introspection and improving the education. First of all, action research requires that practitioners identify the field of action, and plan and perform some activities to improve their action. Frequently, they need to monitor this process and reflect on it, and then redesign and revise the actions if neccessary. They also need to repeat this cycle until compelling evidence of concrete change and improvement appears. The article provides some definitions and modes of action research from the educationists’ point of view. It also briefly reviews the histories of action research development, introduces how to conduct an action research, and indicates different modes of action research as well as the impact of action research upon schools. The most important claim is that action research is a powerful and successful vehicle for educational change.

Kasaai et al describe the career trajectories of Embedded scientists trained through the Health System Impact Fellowship (HSIF), showing that 37% of 2017–2019 HSIF alumni continue as Embedded Researchers in health systems. These findings suggest that the HSIF program effectively supports career readiness in health services and policy research (HSPR). Similarly, the Network of Scholars (NoS) program, launched post-pandemic in Nova Scotia, mirrors these results, with alumni continuing in Embedded roles and mentoring a new cohort of learners from undergraduate to postgraduate levels. NoS has incorporated competencies in quality, project management, and innovation to strengthen training for Embedded scientists, aligning with the mandate of the Institute of Health Services Policy and Research. Since 2021, NoS has supported over 100 learners, contributing to over 300 rapid reviews and 100 rapid evaluations addressing top health system priorities while enhancing learner competencies and advancing Nova Scotia’s Learning Health System (LHS) vision.

We call H an SS-Embedded subgroup of G if there exists a normal subgroup T of G such that HT is subnormal in G and HÇT£HsG, where HsG is the maximal s-permutable subgroup of G contained in H. In this paper, we investigate the influence of some SS-Embedded subgroups on the structure of a finite group G. Some new results were obtained.