By the force of our social constructivist gyrations, we have developed glimpses of a social, cultural, and historical dimension in which the discourse of science operates. These glimpses indicate to us how much the discourse of science is part of complex webs of human􀂶 s social interaction. Recognizing this social, cultural, and historical nature, the present paper looks at the way informal elements are penetrating into the discourse of science. Working on a corpus of Scientific journal articles, Scientific magazine articles, and Scientific newspaper articles, the present article shows that regardless of their generic qualities, communicative purposes and the target audience, all Scientific texts included in the three corpora are vulnerable to the penetration of informal elements. However, the differences in terms of communicative purposes and target audiences affect the way informal elements are distributed in the three corpora. Providing a deeper sociolinguistic explanation on the observed variations, the paper is concluded with some implications of the findings for ESP pedagogy.

The main purpose of this research was to investigate the relation between elements of hidden curriculum and Scientific spirit of students in the Kashan University at academic year (2008-2009). In this research seven factors were considered as elements of hidden curriculum in higher education that consists architect and physical structure of university, interaction between faculty members and students, rules and regulations, teaching methods, content, evaluation procedures and social climate. Descriptive – correlative method was used for data analysis. Statistical population consisted of all male and female students of engineering, basic, and human sciences of Kashan University. A total of 250 students (149 males and 101 females) were selected by using cluster random sample method. Data was collected by using researcher made questionnaire. Cronbach’s Alpha reliability coefficient of .82 was calculated. Pearson correlation, one way analysis of variance, independent t test, and Toki test were used for data analysis. The results indicated that there were relations between all elements of hidden curriculum with the Scientific spirit of students. There was only a significant difference between male and female students in interaction between faculty members and students (t=2.57, p,0.05).

Objective About half of the human genome is covered by repetitive sequences. These sequences have a large share in the other mammalian genomes, therefore studying this part of the genome can provide researchers valuable information on evolution. The aim of this study was to sequencing and assembly the whole genome of Iranian Bactrian camels to identify transposable elements and their distribution in the genome of this species. In addition, the results of Iranian Bactrian camels were compared with non-Iranian Bactrian camels and dromedary camels. Materials and methods In this study, the whole genome of six Iranian Bactrian camels was sequenced to transposable elements identification. Iranian Bactrian camel whole genome sequenced using Illumina HiSeq 2000 system in paired-end. FastQC and Trimmomatic software were used to quality control and quality filtering of raw sequencing reads, respectively. CLC Genomics Workbench (CLC Bio, Aarhus, Denmark) was used to de novo assembly of trimmed reads. Also, we used the RepeatMasker program to search for transposable elements using a homology-based method. Results Results of the assembling of sequenced genomes showed that the genome size in these samples ranged from 1. 9 to 1. 97 Gb. In the present study, the percentage of transposable elements for six Iranian Bactrian camels was 29. 89% on average of the whole genome. The percentage of LINE sequences for the Iranian Bactrian camel was 17. 58% on average. So, these sequences were considered as the largest group of transposable elements in the Bactrian camel in this study. SINE elements showed a lower number in comparison with LINEs. So that, only 3. 45% of the total Bactria camel genome length was dedicated to the SINEs. In accordance with the results of Iranian dromedary camels, no Alu element was identified in the genome of Iranian Bactrian camels. Conclusion Shortage of genomic and biological information about camels is one of the inhibiting factors in advancing the breeding goals and programs. Although this study is not enough alone, it can be a step towards starting the production of genomic data for camels. Continuing this kind of study and integrating biological and genomic information will provide the ground for the start of modern breeding in Iranian camels.

Our analysis of Popper’s philosophy of science focuses on his concepts of tradition and situational analysis. These concepts represent innovative Popperian contributions to a historical and hermeneutical turn in philosophy of science that most of his critics, especially Kuhn, fail to recognize. According to his historical view, Popper conceives sciences as a complex of traditions in continuous transformation and progress by means of rational discussion of theories. In order to grasp the rational progress of Scientific traditions, Popper proposes an original method that he calls “situational analysis”. This hermeneutical method seeks to understand the concepts, hypotheses, actions, practices, controversies and products that scientists made to solve problems in their specific historical contexts to improve the truth content of theories. In addition to his historical and hermeneutical turn, Popper also inquired about the social and political conditions for the progress of Scientific traditions by means of intersubjective criticism of theories and conjectures. According to him, the rational discussion of ideas requires, as necessary conditions, plurality of ideas, intellectual humility, and freedom of thought and communication that can only exist in an open and democratic society. With these considerations, we may say that in addition to a historical and hermeneutical turn, Popper also contributed to a social and political turn in the philosophy of science

Purpose: Clustering and co-word analysis is a method to reveal relationships and links and illustrate the intellectual structure of a Scientific field. This research tries to study the intellectual structure of articles in the field of futures studies in Iran by using the technique of co-word analysis. Method: The current research is a descriptive-analytical development with a scientometric approach. The statistical population is 921 articles retrieved records in the field of futures studies. Findings: The findings showed that articles in the field of futures studies in Iran are often associated with positive growth, and in terms of frequency, the keywords scenario, Islamic Republic, and foresight are the most frequent in futures studies. The findings related to the hierarchical clustering led to the formation of 8 clusters in this field, namely "ICT visions", "geographers who love the future", "knowledge development", " Futuristic higher education", "Future of Religion", "Regional Relations", "Strategic Foresight" and "Heavy Weight of Method". Conclusion: According to the findings of the current research and the high frequency of the keyword scenario, as well as the density and relationships of this keyword with other keywords, it can be concluded that the scenario is the dominant approach in futures studies. Also, according to the resulting clusters, it was observed that these researches have a high variety, but addressing the future in many areas is still neglected.

Introduction: Recall and precision are two indicators for evaluating information retrieval system’s efficiency and performance. The aim of the present study was to compare the recall and precision of Iranmedex, Magiran and SID databases for retrieval of scholarly information in the domain of pharmacy.Methods: This work is an analytical study that, in this was used from comparison method and direct observation by end user. The population was articles retrieved from the Web sites of Iranmedex, Magiran & SID databases. Data collection tool was checklist that validity was confirmed by experts of LIS. First, Keywords were listed from two numbers 7 & 8 of Twenty-first volume Journal of Behavioral pharmacology; And Keywords associated with this field were determined by Pharmacy specialists. Ten selected keywords searched in 3 databases. Then retrieved results were refer to Pharmacy specialists for identify relevant records. The obtained data were analyzed with descriptive statistics (frequency), (χ2) and SPSS 11.5 software at the significant level of P<0.05.Results: Retrieved records of Iranmedex database were 615, from Magiran 375 and SID was 116 records. Iranmedex dominated the top positions when comparing relative recall (39%) and SID revealed reliable precision in the output (55.1%). Iranmedex and Magiran database have had more overlap (219 records).Conclusion: The results are tips for Pharmacy specialists to choose database for retrieval of scholarly information, if recall is important for they, choose Iranmedex and if high precision is important, need to use the SID database.

The aim of the current research was to identify the characteristics of the four elements in order to provide a problem-oriented curriculum model in the elementary school mathematics course. There were 19 participants and the sampling was done purposefully. The data collection tools are semi-structured interviews and questionnaires. The problem-oriented curriculum template was designed using the characteristics of the elements and with the method of qualitative content analysis in the elementary school mathematics course. The identified features were validated by fuzzy Delphi method and Shannon's entropy method was used for data processing. Based on the results of the analysis, 7 main categories including the characteristics of goals at three levels of cognitive, attitudinal, skill, content, evaluation, teaching-learning strategy and 46 sub-categories were identified.                                                                                                                                                                In the fuzzy Delphi section, all features were confirmed by obtaining a de-fuzzified value greater than 0.7. The results of Shannon's entropy determined that the characteristics of starting teaching with a challenging question, creating a suitable educational environment, continuously monitoring the quality of learning strategies and communicating with students' talents have attracted the most attention and obtained the highest ranks and had a higher importance factor than other characteristics

A relatively complex issue titled continuity and discontinuity of Scientific traditions of middle ages and their influence in the rise of the Scientific Renaissance, has been a broad subject for serious dispute among scholars and leading experts of the history of science in the early twentieth century. The problem is that some west scientists believed that the Scientific renaissance owes its beginning and birth only to classical science and a chain of modern discoveries and intellectual development and changes in the basic concepts. On the other hand, it emphasized that Scientific revolution takes its force and power only from a new concept of nature or new concept of research special method on the secrets of nature. According to this theory ‘the science of the middle Ages’ and in particular ‘the Islamic Scientific traditions and continuity and discontinuity and also its role in and impact on the formation of a Scientific renaissance’ are absurd. Now the question is that what was Scientific place of the middle Ages in the science? Or, in the relatively long period of the middle Ages, that the classical science in the Christian west is in decline, where and at what point of the world, except vast areas of Islamic civilization, this Scientific tradition was growing, and finally transferred as the cumulative knowledge to the Christian west? Weren’t western scientists in the Christian west who mastered all the piles of Islamic and Greek Scientific works and recourses through Scientific and analytical criticism and assessment, and have changed intellectual life of the land?So, the classical science and discoveries and developments of the Renaissance are not the only causes of the Scientific renaissance, the Scientific continuation of the middle Ages and specially Islamic Scientific traditions as an important parts of the fundamentals of Scientific renaissance has a special place in this area. I have tried to refer to some elements of Islamic Scientific traditions and their continuity in and influence on Scientific renaissance