The idea that Science is objective, or able to achieve objectivity, is in large part responsible for the role that Science plays within society. But what is objectivity? The idea of objectivity is ambiguous. This paper distinguishes between three basic forms of objectivity. The first form of objectivity is ontological objectivity: the world as it is in itself does not depend upon what we think about it; it is independent of human thought, language, conceptual activity or experience. The second form of objectivity is the objectivity of truth: truth does not depend upon what we believe or justifiably believe; truth depends upon the way reality itself is. The third form of objectivity is epistemic objectivity: this form of objectivity resides in the scientific method which ensures that subjective factors are excluded, and only epistemically relevant factors play a role in scientific inquiry. The paper considers two problems that arise for the notion of epistemic objectivity: the theory-dependence of observation and the variability of the methods of Science. It is argued that the use of shared standard procedures ensures the objectivity of observation despite theory-dependence. It is argued that the variability of methods need not lead to an epistemic relativism about Science. The paper concludes with the realist suggestion that the best explanation of the success of the Sciences is that the methods employed in the Sciences are highly reliable truth-conducive tools of inquiry. The objectivity of the methods of the Sciences leads to the objective truth about the objective world.

Among the rules that jurisprudential scholars, jurisprudence, jurists, and scholars of rhetoric have investigated are their lexical roots and customary meanings and cited their opinions in this regard as a reason or preference. Rule: "Foundation Precedes Emphasis" is the one that in the interpretation prefers the new meaning to the repetition and emphasis on the old meaning in explaining the words, and considers the new effect and independent benefit of words better than emphasizing the previous meaning. The current research is descriptive and analytical in order to express the importance, position, capacity and how to use the aforementioned rule in different Sciences and examples its comparative use has been shown in the interpretation of the Qur'an, principles of jurisprudence, law and vocabulary. In other words, the necessity of paying attention to the principles of jurisprudence stems from the fact that they are basic principles, a mechanism that helps in achieving the outcome of the work of the mujtahid and his aim in ijtihad what he strives for. The study leads to results, including this rule which is one of the branches of “the Implementation of speech takes precedence over its neglect,” and that it aims to preserve speech from being abolished. It does not deal with the cases, in which, it is necessary to confirm or establish because of evidence where there is no justification for opposition or recommendation.

The Abrahamic religions include the three monotheistic religions of Judaism, Christianity, and Islam. All of these religions consider Abraham as their ancestor, and they consider Science to be the knowledge of the universe and humanity, which are divine revelations. The framework of Science in the Abrahamic religions uses three basic concepts: 1) monotheism (as a fundamental principle, a single and all-encompassing Divine vision) 2) the universe (as a divine creation) 3) Science (as an all-encompassing knowledge about the world as the sign of God). The purpose of writing this paper is to find the common principles governing Science among Abrahamic religions, using a descriptive-analytical method based on library sources. The results of this research is an intellectual attempt to draw on the commonalities between various Abrahamic religions in the areas of constructive dialogue in the field of globalization, based on revelatory and spiritual teachings, to achieve the unification of the world, which is one of the divine promises and is rooted in the natural foundations of humanity.

In the field of Implementation research, it is widely recognised that ‘, context matters. ’,Attempts to implement innovations, research and new knowledge into practice invariably meet contextual challenges at multiple levels during the process of Implementation. The paper by Squires and colleagues provides a detailed insight into the many different features and attributes of context. Yet, as this commentary argues, there are significant challenges ahead if we are to apply our growing understanding about context to improve the practice of Implementation in everyday healthcare. This will require attention to the practicalities of working with context to achieve successful Implementation.

This paper addresses the critical challenge of improving success rates in enterprise resource planning (ERP) Implementation by introducing a novel management Science approach that replaces the commonly used judgment-based and qualitative methods in fit-gap analysis. Traditional methods are often employed due to the significant confidentiality surrounding ERP vendors and the limited availability of data and procedures, which restricts management scientists' contributions as effectively as they do in other fields. To overcome these limitations, this study develops two alternative methods: a bi-objective optimization model and a game-theoretic model, specifically tailored to the information system platforms of target organizations. These innovative methods take into account several critical factors, including organizational legacy structure, resource availability, budget constraints, and two competitive strategies: ERP software customization and organizational redesign. By addressing the competitive and cooperative dynamics inherent in ERP Implementation, this research aims to provide a more systematic and quantitative framework for decision-making. The effectiveness of this quantitative approach is illustrated through a comprehensive industry case study, demonstrating its practical applicability and potential to enhance ERP Implementation success rates.

The first national medical Science Olympiad suggested by Isfahan University of Medical Sciences was hold in 2009 in Isfahan. The venture had the mission to identify and flourish potentials in Iranian medical Science students - the health system's capital. The ministry of health in collaboration with the affiliated universities hosted 364 medical Science students. Students formed teams of three members and competed excitingly in a friendly atmosphere in solving problems which could help promote our health system or basic medical Sciences.To reach better coordination, meetings with authorities of ministry of health and academic members of universities were held.35 academic members from 13 universities formed committees to set questions/ problems to be discussed and solved. Questions were of Key features, scenario, script concordance, matching, and open ended types. Individual and group tests on three domains (clinical reasoning, basic Science reasoning, and health system managerial reasoning) were held in 2 days each. To assess the quality of the tests and also the Olympiad itself, students were asked to take part in a survey. Most participants (94%) believed there was a difference between the Olympiad and the usual university exams. Also about 60% found the quality of the event satisfactory and 72% said they would encourage friends to take part in the following year’s Olympiad. It appears that such events, creating an exciting and happy atmosphere, could help nurture educational creativity in students and inspire them to go beyond routine studying and thus fill certain educational gaps in health system. The Olympiad being the first medical experience of the kind, further studies and modifications will certainly be necessary to improve it further.

The present research aimed to investigate how teachers perceive the Implementation of the goals of the Science and technology education domain and Science learning areas in elementary schools. This research is a qualitative research in terms of the type of data and applied research in terms of purpose. Among the various methods of qualitative research, phenomenological research method was used. Data collection tools were open questionnaires, diaries, semi-structured interviews and field, and reflective notes. The data analysis method was deductive and considering the three categories of self, task, and impact, which reflects the stages of teachers' concern in implementing change/innovation. The findings showed that the most important self-concerns expressed by teachers were related to the deep understanding of the documents related to the Fundamental Educational Reform,the imitative practices in the Implementation of these documents, and the interference of different projects and the pressure of their Implementation on school staff. Regarding task concerns, the majority of participants mentioned the lack of time and a context supportive of change to facilitate Implementation. Impact concerned teachers were concerned about the impact of the change on student’s learning. This research depicted that the majority of the participants called for providing them with a deep understanding of the documents related to the Fundamental Educational Reform. The Implementation of the Fundamental Educational Reform documents is facilitated when teachers and other agents have a clear vision of the change at school levels. Introduction The present research aimed to investigate how teachers perceive the Implementation of the goals of the Science and technology education domain and Science learning areas in elementary schools. According to Hall and Hord (2015), teachers go through the stages of concerns when they face educational changes or innovations. Concerns are interpreted as teachers’ feelings about, perceptions of, attitudes toward or reactions to a specific educational change or innovation. These concerns can be a very positive force for change and determine the type of help teachers need. Hall and Hord (2015) introduced Stages of Concern (SoC), namely, Self, Task, and Impact concerns in teachers. Self-concerns arise when an individual shows a general awareness of innovation and an interest in learning more. At this stage, they are not sure about the needs of innovation, their ability to meet these needs, and their role in innovation. They are selflessly interested in main parts of the innovation, including general attributes, effects, and usage requirements. Task concerns arise when the individual is worried about the task itself rather than their ability. Individuals at this stage focus on the “how-to-do-its” and on the process and the tasks involved for the innovation. They are eager to know the best way to use the resources and information to implement the innovation. Issues related to efficiency, organization, management, scheduling, and time requirements are extremely important. Individuals with impact concerns can see the impact the change is going to have on student’s learning. They work with others and discuss their ideas about the use of the innovation. They explore the more general benefits of the innovation, including the possibility of major changes or other powerful alternatives. These individuals are positive and enthusiastic. They talk to one another about the strengths and successes they are experiencing in using the innovation and come up with specific ideas about innovative alternatives. In Iran, the Fundamental Educational Reform documents were approved in 2011 and they were followed with approval of curriculum goals for different levels of education. This means teachers are faced with extensive changes in the Implementation of the intended curriculum, which affects their performance in various aspects. Considering these changes is essential for the Implementation of intended curriculum goals. Therefore, the aim of this research was to investigate how teachers perceive the Implementation of the goals of the Science and technology education in the Science learning areas in elementary schools. Methods This applied qualitative research used phenomenological approach to examine human experiences regarding the study subject. The participants were teachers and staff in 19 districts of Tehran who were selected purposefully. According to Patton (1980), purposeful sampling is used when the researcher does not seek to generalize the findings and intends to achieve an in-depth understanding of a phenomenon. Data were collected using open-ended questions, semi-structured interviews, field notes, and reflective notes. Using multiple methods increases the validity and reliability of the research and creates a more in-depth picture of the phenomenon of interest (Creswell, 2013,Denzin and Lincoln, 2005). To analyze the data, interview transcripts, field and reflective notes were read several times, keeping in mind both the literature reviewed and the research question. After getting a sense of the participants’ perceptions, the researchers segmented the relevant parts of the data for coding (Creswell, 2013). Codes were identified and highlighted. The codes and their definition were recorded in the code book to ensure consistency between researchers. When no more issues emerged from the data, code development stopped. The codes were compared and those with similar attributes were categorized (Hennink, Hutter, & Bailey,2010) into apriori themes (Gibson & Brown, 2009). These themes were the SoC introduced by Hall and Hord (2015). To increase the trustworthiness of the research, the process of placing data into themes was regularly discussed with research participants and reviewed based on the feedback received. Findings The findings showed that the most important self-concerns expressed by teachers were related to the deep understanding of the documents related to the Fundamental Educational Reform,the imitative practices in the Implementation of these documents, and the interference of different projects and the pressure of their Implementation on school staff. At this stage, the participants were concerned about the dominance of the textbook instead of the curriculum design as it restricted teachers’ decision-making during teaching-learning process. Most participants were concerned with the stereotyped beliefs in teaching. Regarding task concerns, the majority of participants mentioned the lack of time and a context supportive of change to facilitate Implementation. The findings showed that professional interactions and networking with peer teachers were necessary to facilitate changes. The key characteristics of the teachers needed to facilitate Implementation were having lifelong learning skills, valuing research in their role as teachers, showing foresight, creativity and innovation, flexibility, as well as interest in students. Impact concerned teachers were concerned about the impact of the change on student’s learning. They mentioned that students’ first-hand experiences and their freedom of action increased their interest in learning. Despite the positive attitude toward this change, some of them believed that existing uniform assessment methods were a barrier to facilitating Implementation. They were pleased that this innovation facilitated individualized learning. Teachers’ participation in the change process provided an opportunity for them to reflect on their professional competencies as an active agent, and to go beyond their students' learning and think about their own and their colleagues’ learning. They saw the existing centralized systems of formal education as a serious barrier to playing this role. They believed that construction of a professional learning community in which learning occurs increases the success of implementing changes. Discussion and Conclusion This research depicted that the majority of the participants called for providing them with a deep understanding of the documents related to the Fundamental Educational Reform. They considered the existing practices to implement these documents as imitative practices. Therefore, to implement changes, first of all, teachers' participation and acceptance of the change must be ensured. These finding are consistent with previous research finding (Mellado, 2006). The Implementation of the Fundamental Educational Reform documents is facilitated when teachers and other agents have a clear vision of the change at school levels.

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.