The ethical actions are important because of the priority of the mission goal and their close relationship with SOCIAL progress and development. Therefore, the purpose of this research is the identification and SOCIAL analysis of these types of actions among the verses of revelation and it deals with the effect of ethical actions in the production of SOCIAL capital in the process of progress based on religious teachings and answers these questions based on the Quranic teachings. What impact do ethical actions (behavior) have on the formation of SOCIAL progress? How do moral actions generate SOCIAL capital and influence progress (development)? What coordinates, examples and dimensions does this group of actions have? What are the effects and consequences of this group of actions? Those actions that are desirable and progressive in the development of SOCIAL interactions have been SOCIALly studied, analyzed and searched by using the inductive content analysis method. Honesty, trustworthiness and fulfillment of an obligation, altruism (Arabic: إیثار, self-sacrifice), asking forgiveness or istighfār (Arabic: استغفار ʾistiġfār), and forgiving others, kindness, non-violence, chastity and purity, patience and honesty and benevolent actions combined with SOCIAL supervision have been discussed, which lead to sincerity, togetherness, coherence and expansion of SOCIAL interactions and emotional relationships far from hatred and warm and emotional relationships and as a result, it causes the production of SOCIAL capital and its improvement and will lead to the density of actions focused on purpose and excellence that are necessary for progress.

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.

Introduction: Alternative punishments of imprisonment, which are called as a new approach of the penal system to fight against the negative consequences of prison, have many effects and consequences that need to be investigated. Therefore, in this study, while examining the types of alternative punishments, the moral and SOCIAL effects of the implementation of these punishments have been explored. Materials and Methods: The present study was conducted using an analytical-descriptive method. In this study, in order to provide an appropriate answer to the question presented, by referring to the theoretical bases (books) and articles published in the ISC, Magiran, Civilica, SID and Ensani in the years 2011 to 2023 and with the method of extracting the existing legal provisions, the effectiveness of this type of punishment was also criticized in reaching the intended goals. Conclusion: The results of this study show that with the implementation of such punishments, the level of public trust, the growth of morals and SOCIAL capital in the society will also improve. Therefore, the implementation of these punishments, while reducing the criminal population of prisoners and reforming them, provides better implementation of SOCIAL justice and improvement of public trust, emotional and financial support for the families of criminals

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).

This paper examines the liberal society that Popper lauds, that aims to be truly open, and discusses why another, more communitarian kind of society, particularly societies in Africa, may also reflect the quest for intellectual openness that is Popper’s ideal. Moreover, this paper avers reasons why Popper should be comfortable with such a liberal-communitarian mix. The inter-subjectivity in his critical rationalism is a balance of an explicit individualism, and an implicit SOCIAL element (Afisi, 2016a). Popper is indeed an author of such a balance. For a society to be truly open requires the careful recognition and protection of individual freedom. However, the extent to which individuals are free to perform actions that they desire without external constraints, and the level of their individuality in relation to others when performing such actions, remain a contentious issue between liberals and more communitarian thinkers. Popper’s critical rationalism provides the necessary impetus to this contention through his view of freedom that I contend can best be viewed as carefully balanced, a view which combines individuality with a SOCIAL element that upholds community values necessary for openness of society. With this combination, Popper’s politics of liberalism provides an effective model of how a truly open society can be achieved. The values inherent to Popper’s liberalism including those concerning intellectual openness, individual freedom, mutual respect, measured self-respect, welfarism, humanitarianism, accountability, critical debates and feedback from the citizens, together concern the conditions for a society to be truly open. There are many competing thoughts as to what openness might be in Popper’s philosophy. The present study of Popper does not presume to address them all. The focus here is specifically on using Popper’s idea of critical rationalism to balance relations between liberal politics of individual rights and freedom, and communitarian politics of the common good, as it relates to situations about how socio-economic and political conditions in Africa societies should be structured. While I contend that Popper’s works in political philosophy focused centrally on Western political tradition, and not about Africa in its strict sense, significant lessons can be distilled from Popper that can offer suggestions on SOCIAL reforms in Africa. This paper explores Popper’s project of the open society across the plurality and differences of societies, so that his liberal ideas of individual freedom are not undermined, and the progress of the communitarian idea of the common good, that Africa societies are built upon, is also well enhanced. Liberal individualism and community values inherent to communitarianism are both well accommodated within Popper’s critical rationalism.

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

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.