Performing the bacteriological tests for potable water is based on research, counting and discrimination of water pollution index (Coliform). In these methods doing the tests needs some preparation before sampling, during sampling and during transporting the samples to laboratory as well as during preparation of cultivation environment. The above mentioned tasks require much equipment and different stages of cultivation. In this project, the Presence-Absence method (P-A ), which examines the presence or absence of pollution index in water is compared to the multiple fermentation technique , which is being used in laboratories all around the country at present, also the replacement of method is evaluated. This project was performed during 3 months and 263 samples were examined by both methods. The results demonstrate 7.01% more sensitivity for P-A method to the other. Comparing quality and quantity of the two methods confirms more benefits for P-A method.

Background and Objectives: With the increasing use of information technologies in the field of education, it is now possible to create flexible learning environments without temporal and spatial barriers on the Internet. These environments enable learners to access various learning materials, share their findings, and discuss with other online participants. Despite the dramatic increase in web-based courses and learners enrolling in these courses, there are many indications that the mentioned courses have failed to meet the needs of learners and learners remember unpleasant experiences from such contexts. One of the relatively new methods in teaching is flipped classroom. The underlying idea of the flipped classroom is that instructional materials are presented outside the classroom, and on the other hand, the classroom time is used for interaction and conceptual transformation. Also, the community of inquiry (CoI) framework created by Garrison et . (2001) has been extensively applied and explored. It is probably the most frequently used model based on technology for a constructivist learning design. According to Garrison et al, learners can learn collaboratively and as a group in an inquiry community when there is a shared cognitive, social, and teaching presence. learning experiences are formed through the interaction of cognitive presence, social presence, and teaching presence. Garrison et al. claim that the common nature of cognitive, social, and teaching presence leads to the creation of an inquiry community, in which a cooperative learning experience is created for learners. Therefore, the present study aimed to investigate the effect of using the flipped classroom on the learners’ perceived teaching, social and cognitive presence in online courses. Methods: This study was quasi-experimental in terms of research method, using pre-test and post-test design with experimental and control groups. The population of the research included all the students of Tehran in the academic year of 1400-1401, using Convenience sampling. A total of 58 people were selected and randomly assigned to the experimental group (30 students) and control group (28 students). Research instruments included CoI survey instrument developed by Arbaugh et al. (2008) along with rubric for online discussions analysis (Social presence: indicators by Rourke et . (1999), teaching presence: indicators by Anderson et al. (2001), and cognitive presence: indicators by Park (2009)). To analyze the data, descriptive statistics (mean, standard deviation), and inferential statistics, i.e., the multivariate analysis of covariance (MANCOVA), and the chi-squared test were used.Findings: The results of MANCOVA showed that the experimental group had better progress for all types of presence (teaching, social & cognitive) in posttest compared to the control group(p<0.05). Also calculated chi-square test showed that frequency of produced semantic units for all types of presence (teaching, social & cognitive) in the experimental group were significantly higher than those in the control group (p>0.05).Conclusion: The results of this research proved the potential of flipped classroom pedagogy in learner’s progress in the three key factors of the community of inquiry framework, i.e. cognitive, social and teaching presence. Also the findings of research can lead to the improvement of offered education in web-based courses and are useful for those who are involved designing and implementing web-based education.

When teaching in an e-learning environment, we are faced with a different and new environment compared to the face-to-face. Lack of teacher and learner physical presence in e-learning environments can turn into major problem in such courses, since, it has diverse effects on students' satisfaction, durability, and academic performance. Hence, the present study was conducted to investigate the Levels of teaching presence, cognitive presence and social presence as three components affecting the sense of presence in web-based courses at Shahid Beheshti University. The research method applied in this study was descriptive survey method. The statistical population included all students studying at Shahid Beheshti University in academic year 2019-2020. for this study, the sample size of 380 students in the master 's degree was selected from the available sampling method, which were 293 questionnaires analyzed. To answer the study questions, Friedman and Wilcoxon one-sample t-test and rank test were applied. One-sample t-test showed that the rate of all three components, namely, teaching, cognitive, and social presence was significantly lower than the mean average (p<0. 01), and therefore, at an unfavorable rate. According to Friedman rank test, the highest mean rank belonged to social presence and the lowest mean rank belonged to cognitive presence,teaching presence was in the second rank. There was a significant difference among the components of teaching, cognitive, and social presence (p<0. 01). Based on the results of Wilcoxon test, there was a significant difference between the rank of teaching presence and the ranks of cognitive and social presence, as well as between the ranks of cognitive and social presence (p<0. 01).

Introduction: During teaching in web-based learning environments, a new and different environment must be created compared to face-to-face environments. However, the lack of physical presence of teachers and learners in an online learning environment can turn into a major dilemma that can have adverse effects on learners' satisfaction and learning. So the aim of this study was to Investigating the relationship among educational, social and cognitive presences with students' academic performance in e-learning courses. . Methods: The the present research had a descriptive-correlational research design (causal model). The population of this study included all students enrolled in the web-based courses during the academic year 1396-1397 in tehran. a sample of 307 students at the postgraduate level were selected through cluster random sampling and responded to the Arbaugh et al(2008) Community of Inquiry framework survey instrument of which, 271 questionnaires could be analyzed. Data were analyzed using path analysis. Results: The results showed that the structural model of learner's academic performance in e-learning courses is a valid model and data are fitted with theoretical model (RMSEA = 0. 076). Based on this model, 48% of the variance in academic performance can be explained. Therefore, teaching presence on social presence, cognitive presence and academic performance, social presence on cognitive presence and academic performance and cognitive presence on academic performance have a significant direct effect. As a result, these factors can properly explain the academic performance of learners in the web-based courses. Conclusions: Accordingly, it is possible to improve the academic performance of learners by enhancing presence factors

Community of Inquiry is a term that identifies the elements that are essential for the delivery of effective instruction (i.e., teaching presence, cognitive presence, and social presence). While it has been the subject of many studies in face-to-face settings, less attention has been accorded to it in online classes. This study was an attempt to investigate the relationship between Iraqi English as a foreign language (EFL) learners' community of inquiry and their attention to and engagement in online classes. To this end, 311 undergraduate students were selected from Basrah province in southern Iraq. The Google Form link for the community of inquiry scale as well as the online student engagement scale and sustained attention scale were shared among the participants via telegram and WhatsApp groups. The results of the Pearson correlation revealed that there was a significant relationship among the variables. A linear multiple regression analysis was conducted to identify the best predictor of the components of the community of inquiry for students' online engagement in and their attention to online classes. The results showed that social presence contributed more to the changes in learners' engagement in and attention to online classes. The findings of the study can encourage Iraqi EFL teachers to focus on specific aspects of community of inquiry to promote students' engagement and attendance in online classes.

Background: The expansion of e-learning has made it necessary to pay attention to the quality of the teaching and learning. This study was conducted with the aim of assessing the dimensions of the students’ presence in e-learning based on Community of Inquiry (COI) Framework at the University of Tabriz, Iran.Methods: In this cross-sectional study, 217 undergraduate students of the Department of Educational Science, at the University of Tabriz, Iran, in the months of February to May of the academic year 2020-2021, were selected using simple random method. The community of inquiry framework questionnaire with 34 items in three subscales of teaching presence (13 items), social presence (9 items) and cognitive presence (12 items) which were scored based on a 5-point Likert scale was used to collect the data; its validity was approved by experts, and its reliability was estimated using Cronbach’s alpha (0.94). One-sample t-test and Pearson Product-Moment Correlation was used to analyze the data in SPSS 26.Results: The results showed that teaching (3.83±0.55), social (3.47±0.72) and cognitive presence (3.66±0.53) of students in e-learning was significantly (P<0.001) higher than the cutoff point. Also, correlation coefficient was calculated between the students’ daily study hours and teaching presence (r=0.17, P=0.017), social presence (r=0.185, P=0.009), and cognitive presence (r=0.285, P<0.001).Conclusion: The COI framework suggests that presence elements are essential for e-learning and fully support constructivism and connectivism, which reduce transactional distance. In this study, it was found that the students perceived a high level of presence in their e-learning experiences, which indicates an acceptable quality level of the virtual courses offered by the university. Therefore, in order to improve learning in e-learning, it is necessary to increase the social and cognitive presence of students instead of paying attention to teaching presence.

Background and Objective: Presence is an essential aspect of any nursing care situation and is provided by considering the overall needs of the patients and lead to their comfort and health. Heart disease is a stressful experience for many patients that are associated with unwanted fear that can create a lot of needs and tension. Nurse can recognize and solve the caring needs of patients through an effective presence. Therefore, this study was conducted aimed to explain the experiences and perceptions of cardiac intensive care patients concerning the nurse presence.Materials and Method: This study was conducted with a qualitative, conventional content analysis approach. The participants were 15 cardiac patients which were selected through purposive sampling. Data collection was performed by unstructured interviews. Data collection continued until data saturation. Continuous analysis of data was performed simultaneously with data collection and through a comparative method.Results: From data analysis three main themes emerged including "Patient's comfort with continuous monitoring of the nurse with the sub-themes; (ongoing watch, attention and follow-up the provided care); humanistic and responsibly relationship of the nurse with the sub-themes; (committed and respectful encounter of nurse, Patience and empathy), and understanding the nurse supporting with the sub-themes; (receiving the necessary information and education, and easy access to the nurse).Conclusion: The real presence of nurses is source of comfort and provides the patients needs. So it is recommended that the clinical nurses and managers with relying on these findings design the caring activities so that the nurses’ presence act as a facilitated factor in recovery process of patients.

Issue Avicenna presented his "flying man" or "floating man" argument as a means to establish the existence of the soul, its immaterial nature, and its distinctiveness from the body. While originally conceived with an ontological focus, subsequent scholars have often employed this concept in an epistemological context, asserting that Avicenna’s flying man not only exists, but also knows that he exists. Such an interpretation of the flying man argument seems to be at odds with his own principles, his passages throughout his works, and what he pursued to establish through this scenario. Method Deploying a descriptive and analytical method, it may be said that Findings: Avicenna believes that perception begins from senses, and the first stage of the human reason is material or hylic reason or pure potentiality. Moreover, there is a difference between consciousness (shuʿūr) that is actually obtained by humans since the beginning of their existence and consciousness of consciousness (al-shuʿūr bi-l-shuʿūr), which he believes to be a potential character that needs to be acquired, while our primary consciousness of the soul is the existence of our soul. Thus, the flying man is solely the existence and presence of the soul before any actual consciousness. Results In view of the fact that man was suspended in space at the beginning of his creation and Ibn Sina considers the human soul to be the event of the body and in the order of the beast intellect and pure power, which lacks any perception and becomes actual through sensory perception, it should be said : The human being suspended in Ibn Sina's space can have an existential quality and in fact, he is observing the position of presence, existence, and mere existence. In addition, Ibn Sina, emphasizing the two positions of consciousness and consciousness to consciousness, believes that consciousness is actually and permanently suspended in man, but consciousness to consciousness is potential in him. Therefore, it seems that the soul at the beginning of creation, although it is present and proven, but it cannot be said that it has knowledge of itself; That is, the soul initially lacks attention to itself, and this lack of attention prevents any self-perception of the soul. Innovation: In fact, regarding "Avicenna's suspended human being in space", it can only be said that "a human being is conscious (without any actual awareness)", but it cannot be said: "In addition, because this human being is conscious, he knows that he is like this." ».

The concept of social presence is defined as the ability of learners to identify the learning community, have a sense of belonging to the community and communicate purposefully in a learning community. The reason for emphasizing the social presence of online learning is that online and virtual learning experts believe that social constructivism is an important factor in promoting interpersonal communication and the quality of learning. Given the importance of social presence as an influential variable in the process of virtual education, it is necessary to pay more attention to this issue and its predictors. In this regard, the present study aimed to provide a causal model for predicting social presence based on cognitive presence mediated by the online learning atmosphere. Participants included 265 students of online courses of Payame Noor universities in North Khorasan province in the academic year of 2009-2010 who were selected by cluster random sampling method. In order to measure the research variables, questionnaires of cognitive presence, social presence and online learning atmosphere were used. Amos software and path analysis method were used to evaluate the proposed model. The results showed that, 1-According to the above findings, the proposed model in the RMSEA index (root mean square of estimation errors) does not fit well, so the model was modified by correlating latent variable errors and The results showed that the final model has a good fit,2-Cognitive presence has a direct, positive and significant relationship with social presence (P≤, 0. 05 and β, =0. 62),There is a direct, positive and significant relationship between cognitive presence and online learning (P≤, 0. 05 and β, = 0. 14) and also a direct relationship between online learning atmosphere and social presence is positive and significant (P≤, 0. 05 and β, =0. 32),3-In the indirect way, with the presence of mediator variables, the relationship between cognitive presence and social presence was still significant and the online learning atmosphere absorbs part of the effect of cognitive presence on social presence and mediates this relationship in part.