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Introduction: There are increasing advances in science. Medical science must move with this growing trend. Therefore, it is necessary to change the content and setup of medical education curriculum especially basic sciences courses. This study aimed to review literatures about Integration in medical curriculum and to present concepts, importance, types and stages of Integration in medical science.Methods: In this review article, Google Scholar, Pub Med, books and journals were search using following key words: curriculum planning, medical education, and Integration. Search was limited to published literature during 2000-2011. Fifty articles were obtained through this search strategy. Finally, 31 articles and book reviews were selected and reviewed.Results: Concepts, importance, types, stages, and effectiveness were extracted from selected literature.Generally, Integration means creating a whole or combining separate systems into an integrated system.There are two main types of Integration (horizontal and vertical Integration) in medical education.Integrated learning through learning environment is more emphasized in clinical courses. Harden offers eleven stages to turn a subject-based education to an integrated curriculum Conclusion: Integration is an important strategy and complex concept in medical education. The most appropriate step in Integration for a medical school depends on some factors such as existing program, teachers' experience and attitude, medical school and the overall goals of curriculum. Integration of basic and clinical sciences based on body organs lead to increased learning. It is necessary to know that matching and arranging information about an organ is not necessarily equal to the Integration for learners. Integration by learners and faculty members is different.

In this article, first we generalize the concept of complete parts in hyperrings by introducing the concept Â-parts in hyperrings and then we study Â-closures in hyperrings. Finally we characterize Â- closures in hyperfields.

in recent years, urban planners and designers look at public art-the art that exists in public domain - as an opportunity for creating vibrant and meaningful environments in many big and small cities in all over the world. Although public art as an integrated art in urban spaces that happens in streets, urban parks, public buildings, house estates and anywhere people live, work and take their leisure is not a new concept, urban planners and designers and everyone who makes policies for cities should consider it as a powerful item in city that can cause gradation in urban physical, social, behavioral, economic and cultural context. Also we should consider that public art depends on a certain interaction with the public, based on some shared postulates. This article tries to clarify the definitions, limitations and boundaries of public art and its influences on public space.

Introduction: Pervasive beliefs regarding curricular reform and Integration have flourished among medical students, faculty members and medical school administrators. These concepts have extensively impacted the reform process, sometimes by resisting the reforms and sometimes by diverting the curriculum from its planned objectives. In the current paper, we have tried to address the challenges of Integration in MD program by looking at the existing literature and the experience of the international universities.Methods: We collected the questions frequently asked during the curricular reform process. We, then, evaluated them, and selected 5 main ideas. In order to find their answers, we searched the literature using these keywords: Integration, reform, and undergraduate medical curriculum.Results: The findings are discussed in five sections: 1) Reform is not equivalent to Integration, 2) Integration can be implemented in both high school and graduate programs, 3) Organ-system based Integration is not the only method available for Integration, 4) Integration of two phases (basic sciences and physiopathology) can be considered but it is not mandatory, 5) Integration does not fade basic sciences in favor of clinical courses.Conclusions: It seems that medical education literature and prior experience of the leading universities do not support most of the usual concepts about Integration. Therefore, it is important to consider informed decision making based on best evidence rather than personal opinions during the curricular reform process.