The aim of the present study was to examine the relationship between virtual education and students’ creativity in the third millennium. The research method of this survey was correlational. The population of the study included the entire junior high school girls in Tehran in academic year 2014-2015. The sample size was determined through Krejcie and Morgan Table and 400 students were selected via cluster sampling method. In order to measure the degree of use of virtual education a researcher-made questionnaire was used. In addition, Abedi’s questionnaire (1993) was utilized for assessing creativity. The obtained data were analysed by Pearson’s correlation and multivariate regression. The results indicated that there was a significant, positive relationship between the extent of use of Information and Communications Technology, students’ creativity, and its components (fluency, elaboration, originality and flexibility). In fact, the use of virtual education can significantly predict students’ creativity and its components, i.e., fluency, elaboration, originality and flexibility.

Deep-sea vessels use various navigational aids like AIS (automatic identification system), ECDIS (electronic chart display and information system), radar, GPS (global positioning system), and etc. vessels use AIS to communicate their navigational characteristics, destinations, and load information. Such data are very helpful for vessel officers; therefore, AIS can be used for communicating the name and position of the vessel as well as navigational signs in the port area. So, this system is very helpful in improving the quality of pilotage as well as improving the safety of navigation in canals like Khur Musa.

Background and Objective: Colon cancer is one of the most prevalent cancers among different societies around the world for which some diagnostic modalities have been developed. With CT colonography there is the possibility of observing extracolonic findings which might have significant clinical importance. Here we evaluated the frequencies of extracolonic findings. Subjects and Methods: This cross sectional study was performed from 2016 to 2019 in Isfahan on 402 patients with colon problems who had CT colonography imaging. Data regarding on extracolonic findings with moderate to significant importance were collected by questionnaire from patients ct reports and analyzed. Results: There were significant relationships between total extracolonic findings and findings with moderate importance like: (Abdominal aortic aneurysm below5, Ovarian lesion possibly just a cyst, Lung nodule. Hydronephrosis likely chronic puj, Mesenteric penniculitis, Pancreas cysts, Psoas asymmetry Small pericardial effusion, Small kidney possible renal artery stenosis, Mild porcelain gallbladder) as well as with age These findings were more frequent at older ages (P <0. 001). Discussion: Generally, these results indicated that CT colonography in patients with colon problems especially patients at older ages might lead to find extracolonic findings with high importance like: ( Possible malignancy e, g lung or solid organ mass lymphadenopathy, Abdominal aortic aneurysm more than 5, Bone fracture, Adrenal hemmorhage, Pneumonia, Considerable hydronephrosis, Bone lesion Appendix mucinous tumour, Diverticulitis with abcess or perfusion, Severe porcelain gall bladder).

Despite the numerous transformations in architectural education over recent decades, fostering creativity and strengthening problem-solving abilities have remained the cornerstone of this discipline. There is ongoing debate in academic research about the impact of digital technologies, particularly their role in enhancing students' creative thinking and problem-solving skills. While digital tools promise innovation, their practical outcomes in education require careful investigation to determine their efficacy and address their limitations. This study adopts an applied approach with a mixed-method descriptive design to evaluate the influence of augmented reality (AR) technology on higher-order thinking skills among architecture students, specifically within a Building Technical Design course. To achieve this, the study incorporated both quantitative and qualitative research methods. A questionnaire was administered to compare differences in performance between the experimental group, which utilized AR technology, and the control group, which relied on conventional teaching methods. The qualitative phase included semi-structured interviews and field observations to provide deeper insights into the student experience and learning outcomes. The findings revealed that the use of augmented reality had a significant and positive impact on the creative thinking abilities of students in the experimental group. Specifically, AR technology enhanced three essential components of creative thinking: curiosity, imagination, and flexibility. Students demonstrated a greater ability to explore new ideas, visualize abstract concepts, and adapt their thinking to solve complex design problems. In contrast, the control group, which did not have access to AR, showed comparatively limited progress in these areas. The study also examined the relationship between AR technology and problem-solving skills. The results indicated that augmented reality improved the experimental group’s ability to identify, analyze, and resolve design challenges effectively. A notable finding was that AR reduced the cognitive load on students by offering immersive visualizations and tangible representations of abstract ideas. This reduction in mental effort enabled students to focus their energy on critical thinking and creative problem-solving processes, thereby achieving deeper learning outcomes. In addition to these benefits, qualitative observations and interviews confirmed that augmented reality provided a stimulating and engaging learning environment. By visualizing concepts in three dimensions, AR made complex architectural ideas more accessible, facilitating deeper understanding. Furthermore, the technology increased students' motivation, fostered a greater sense of curiosity, and strengthened their imaginative thinking, which are essential for nurturing creative design solutions. However, the study also identified key challenges associated with AR technology. One significant drawback was a noticeable reduction in social interactions among students. While AR promotes individual engagement, it can inadvertently limit collaborative learning experiences, which are crucial for teamwork and communication skills in architecture. Additionally, the reliance on virtual tools may impede the development of practical, hands-on skills and real-world experience that are fundamental to architectural practice. The research concludes that augmented reality is a powerful educational tool that can significantly enhance creativity, problem-solving abilities, and cognitive efficiency in architecture students. Nevertheless, to maximize its effectiveness, a balanced approach is necessary—integrating AR technology with conventional teaching methods that emphasize teamwork, practical skills, and experiential learning.

With the expansion of educational centers in various academic disciplines, especially architecture, and the unequal balance between academic education and the production of technical knowledge, the training of creative learners becomes necessary. Failure to pay attention to the different learning styles of students is one of the disadvantages of traditional architecture education systems. Considering the importance of creative education in today's pluralistic era, in the first step, a brief opinion on the importance of group formation in the development and strengthening of interpersonal skills and the learners themselves is provided. In the second step, Ned Herman's whole-brain model to provide a method for forming creative groups is introduced, and in the third step, creativity in class group work, individual home work, and the final project in three selected educational centers in Tabriz and Bonab in the modeling workshop and examining the role of groups is presented. Creative works on increasing the individual creativity of students based on statistical analysis and based on the HBDI scale (Hermann's Brain Mastery Instrument). In the fourth step, it is devoted to the analysis of thinking tendencies and creativity by making a comparison between education in the virtual and in-person classes. Among the three factors that affect education (individual, teacher and educational environment), the authors, by accepting the student management system, consider the importance of the teacher in controlling and directing creative workshops, and in setting the lesson plan, he considers the teaching method to be effective, which is the foundation, facilitator and incentive to lead to comprehensive and independent education. In this article, due to the importance of educating creative people, recent theories about the brain process were studied, and Ned Herman’s all-brain model was used considering that the latest model is more compatible with architectural workshops. In the fourth step, it is dedicated to the analysis of thinking and creativity by making comparisons between virtual and in-person education. It seems that in an activity like architecture that needs to be examined from different aspects or should have different activities in combination, teamwork experience is an effective version. Since the nature of the field of architecture, especially design, requires the provision of several skills, and in the professional future, this need will be felt more strongly in the work environment outside, so the practice and experience of teamwork during education, in the development of interactive skills, cooperation and coordination of people can be beneficial. Design in practice is a collaborative activity. According to the need for teamwork in architecture offices and group harmony, the need for the formation of creative groups is felt. The findings of the research indicate that by gaining knowledge of the distinctive skills of people, a creative group can be formed for collective learning, which increases creativity in individual work at home and provides a better basis for the formation of new combinations of people in groups for the final project. Also, virtual workshops and fewer opportunities for group work in the virtual era have reduced creativity and average grades.

Objective: The aim of this study was to determine the effect of learning through virtual social networks based on the 5E instructional design model on the creativity and social participation of mentally retarded children in the experimental sciences. Method: The research method was experimental and the experimental design was quasi-experimental with pretest-posttest and control group The statistical population of the study consisted of all mentally retarded students of Karaj (225 students). Using random sampling, 34 individuals (17 control group and 17 in experimental group) were selected as statistical sample. The data collection tools were Torrance creativity Questionnaire (1992) and Yazdanpanah Social Participation Questionnaire (2007). The reliability of the tools was confirmed by the Cronbach's alpha (0. 70) and (0. 92), respectively. Data were analyzed using independent T-test and Paired-Samples T-test. Results: The results showed that use of E5 educational design model. increased the creativity and social participation of mentally retarded children in experimental science (P <0. 05). Conclusion: Use of E5 educational design model that is tailored to the needs of mentally retarded children can impact their creativity and active participation in virtual social networks.