The term “, Virtual”,has been associated with real-world businesses and entities in recent years. Until a few years ago, the notion of “, Virtual”,encompassed spaces such as websites, information networks, digital libraries, etc. But today, most of the citizens' time is spent in completely Virtual spaces. Stores, businesses, monetary and financial activities, leisure and entertainment, etc. are all being transferred to cyberspace. The rapid pace of joining cyberspace has created a state of disharmony and exhaustion among businesses, especially large organizations. Many of them have embarked on digital transformation and implemented some programs, however, this process does not seem to be sufficiently tailored to meet the requirements, and organizations are to see “, Virtual transformation”,as a complementary action and umbrella plan to cover sparse actions on their agenda. In this article, the concept of Virtual transformation and its requirements and phases are briefly explained. Attempts have been made to look into the Virtual transformation from different dimensions and to identify and introduce its key actors as well. The six steps presented in this article are deemed to provide useful insights for managers on their Virtual transformation journey. The content of the article also can be seen as a starting point for extensive studies on the concept of Virtual transformation.

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 aims: This study aimed to investigate healthcare professionals (HCPs) preparedness to continue using telehealth beyond the COVID-19 pandemic, to examine the perceived ability of HCPs to appraise the reliability of online information sources (digital literacy) and, to examine whether a relationship exists between this and preparedness to continue using telehealth. Methods: Single-site cross-sectional survey of HCPs in an outpatient and community therapy setting. The survey was based on a rapid literature review guided by the Theory of Planned Behaviour and Technology Acceptance Model. Descriptive statistics were used to summarise participant demographics, preparedness for telehealth, and digital literacy (based on confidence in appraising online information). Multivariable logistic regression assessed the associations between preparedness to continue using telehealth, the ability to evaluate online information sources, and demographic variables. Results: A total of 783 HCPs were invited, 310 responded, with 287 participants included in the final analysis (37% response rate excluding incomplete surveys). The analysis shows that 54. 8% of participants preferred to return to in-person care. Preparedness to continue telehealth varied by profession and clinical activity, with medical professionals and script provision showing the highest Readiness for continued telehealth use and allied health professionals the least likely to continue using telehealth (36%). Most (89%) of HCPs felt confident identifying reliable online information sources and there was no relationship between perceived ability to evaluate online information and preparedness to use telehealth. Conclusion: Results suggest hesitancy amongst allied staff toward continued telehealth use post the pandemic, which may be due to the type of care they provide. Future studies on technologies that support HCPs in providing more intensive Virtual care would be of benefit.

Introduction: The aim of this study was to provide an electronic Readiness assessment model for the establishment of Virtual education in sports and youth Sports and Youth of Fars Province. research methodology: The statistical population in the qualitative part included experts in the field of Virtual education and in the quantitative part included managers and employees of sports and youth departments of Fars province to 320 people. The sample size was estimated in the qualitative part according to the saturation principle (30 people) and in the quantitative part using the Cochran's formula, 175 people. Purposeful sampling was used to select the sample in the qualitative part and stratified random sampling was used in the quantitative part. The data collection tools in the qualitative part were semi-structured interviews and in the quantitative part, the researchermade questionnaire was based on the Likert five-choice scale. The face validity of the questionnaire was confirmed through experimental implementation and the content validity was confirmed through expert judgment. The reliability of the questionnaire was obtained through Cronbach's alpha coefficient of 0. 84. For data analysis in the qualitative part, open coding, axial coding and selective coding were used, and in the quantitative part, exploratory factor analysis, confirmatory factor analysis and one-sample t were used. Findings: The results led to the identification of 6 dimensions, 13 components and 57 indicators. A six-dimensional model for assessing eReadiness for the deployment of e-learning was presented and its degree of appropriateness was confirmed by experts with 95% confidence by experts.

Introduction: The present study was carried out as part of the needs assessment program of Virtual training at Isfahan University of Medical Sciences with the aim of evaluating the Readiness level of faculties with regard to Virtual training from the perspective of the deputies and authorities of education development offices at the faculties.Methods: This study was a descriptive cross-sectional research. An 18-item researcher-made instrument was used for assessing the following four domains: infrastructures (4 items), faculty’s resources (2 items), students’ Readiness (5 items), faculty members’ Readiness (6 items) and their attitudes towards Virtual training (1 item). Data were collected through the officials in each faculty and analyzed by means of descriptive statistics.Results: The mean score of Readiness in the field of Virtual training development was 4.99±1.20. Among the four domains, students’ Readiness (5.38±1.37) and resources (4.60±1.65) had the highest and lowest scores respectively. The mean score of attitudes revealed a moderate level of the subjects’ attitudes.Conclusion: The results showed that despite their moderate attitude to Virtual training development in the faculties, the participants assessed the faculty members and faculties’ Readiness for planning and resource supply as inadequate. Nevertheless, the faculty infrastructures had a more favorable status compared to the other two domains from the respondents’ viewpoints.

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).

The purpose of this study was to evaluate the effectiveness of teaching selfregulatory strategies on Readiness for E-learning and self-directed learning in students studying in Virtual courses. The research method was a quasi-experimental design with a pre-protest and control group. The statistical population consisted of all psychology students of the Virtual courses of Payame Noor University of Tabriz in the academic year 2020-2021. Thirty students were selected as the sample by convenience sampling method according to the inclusion and exclusion criteria and were randomly assigned into intervention and control groups (15 students in each group). The training package of self-regulatory learning strategies (Karami, Karami & Hashemi, 2013) for the experimental group was implemented in 8 one-hour sessions. Self-directed Learning Questionnaire (Fisher, King, & Tague, 2001), and E‐, Learning Readiness Questionnaire (Watkins, Leigh & Triner, 2004) were used as the evaluation tools in the pre-test, and post-test. Finally, the data were analyzed by SPSS software version 25 using analysis of covariance. The results showed that teaching self-regulatory strategies were effective on students' Readiness for elearning and self-directed learning. According to these findings, teaching selfregulatory strategies for students in E-learning courses is recommended to increase Readiness for E-learning and self-directed learning.

Background & Aims: One of the most important social institutions is the institution of education. An institution whose importance has caused planners and policymakers to pay special attention to it in their decisions and consider it as the basis for the development of societies. Favorable academic performance increases self-confidence and improves quality, and on the other hand, unfavorable academic performance causes feelings of inadequacy and loss of self-confidence. With the onset of Corona and the emphasis on social distancing in this regard, face-to-face education in schools and universities was closed in many countries. In addition to online education, the preparation of e-learning also affects the academic performance of students. If the learners are not prepared for this learning, they will have problems entering such learning and their performance will be affected. One of the important factors in the preparation of e-learning and the prerequisite for the implementation of Virtual education is access to technology. Technology in Virtual education includes the internet, smartphone, and necessary software. Without the necessary and appropriate equipment, the implementation of e-learning will have problems. Another important factor in preparing for electronic learning is having the necessary and continuous skills in using educational software, so learners must have the necessary ability to interact and communicate with technology to learn educational topics. One of the other factors affecting the academic performance of students in the conditions of the corona outbreak is the quality of teachers' teaching. The new situation caused by the spread of Corona has imposed unprecedented conditions on the education system of the countries, while before that, teachers were present in their classrooms most of the time and using traditional methods In particular, they used the lecture method to teach, but now they have faced a new situation where they have to teach online and change their teaching methods according to the conditions. Examining the quality of teachers' teaching is one of the most important issues that provides appropriate feedback in making basic decisions and analyzing educational issues. The quality of teaching is defined as the degree of conformity and consistency of each of the main indicators and characteristics of teaching quality with the standards and desirable and superior characteristics that are mentioned in various theories. The importance of the present research should be stated, considering that the results of some research pointed out the negative effect and undesirable uses of social media on the performance of students, and on the other hand, researchers also pointed to the positive effect of social media on learning and improvement. The communication skills of students and the development of these capacities have been pointed out, this existing educational gap justifies the need for investigation in this case and it is necessary to investigate more about the effect of Virtual education on academic performance. In the research conducted on e-learning in Iran, most of the research refers to the preparation for e-learning at the university level, and the quality and preparation of learning in e-learning at the secondary level are not mentioned. Therefore, in this research, the preparation for e-learning was investigated as a mediating variable on Virtual education at the high school level, to determine whether the change in the statistical population still confirms the results of the previous research or not. On the other hand, the studies carried out after the spread of the Coronavirus have mostly focused on the positive and negative consequences of Virtual education from the teachers' point of view, and less research has focused on the role of teachers' teaching quality in Virtual space and its final effect on academic performance, to fill the void. Mentioned research, in this research, the role of teachers' teaching quality on academic performance was investigated with the mediating role of e-learning preparation and Virtual education. Because the rate of academic progress and failure is one of the efficiency criteria of the educational system, therefore, the discovery and investigation of variables affecting academic performance lead to a better understanding and prediction of effective variables in the school. As a result, the findings of this research can be a good help for the quality of education in the Virtual space, and also the findings of the research can be made available to managers and teachers to use to improve the quality of teachers' teaching and teach teachers about the effectiveness of teaching. Make them aware of the academic progress of students. Methods: The statistical population of the research was all female secondary school students of the second period of Sabzevar city in the academic year of 1399-1400. Using the cluster sampling method, 335 people were selected as samples from this statistical population. The research was descriptive and correlational. To collect information, questionnaires on teachers' professional quality, e-learning Readiness, and Virtual education were used. Modeling of structural equations was performed by smart pls software. Results: The results of correlation analysis showed that there was a significant relationship between the variables of teachers' teaching quality, learning Readiness, and Virtual education with the variable of academic performance. The results showed that the path coefficient of teachers' teaching quality to e-learning Readiness was 0. 41, e-learning Readiness to Virtual education quality was 0. 70, and Virtual education quality to academic performance was 0. 71. The model had good validity and reliability and all the fit indices of the model were in the desired range. Conclusion: The results indicate that the quality of teachers' teaching had an indirect effect on the academic performance of students due to the effect on the preparation of electronic learning and the quality of Virtual education. According to the results of the present research, planning should be done in a happy atmosphere in such a way that the academic performance of students increases. For this purpose, it is better to provide preparation courses for students to use Virtual space and for teachers, necessary courses for optimal teaching in Virtual space. All researches face limitations. One of the limitations of the current research is related to the generalization of the research findings, considering that the study was conducted on high school students,therefore, generalizing the results to other stages should be done with caution. Another limitation is related to the unisex nature of the statistical population of the research, and its generalization to the statistical population of boys is not confirmed. It is suggested that other research on the effect of teachers' teaching quality on academic performance be carried out by changing and replacing the variables present in elementary school. In other research, it is possible to examine the research model in both sex groups to check what changes the gender factor causes in the research results. It is also suggested that teachers inform students about the way of activity and how to evaluate themselves in Virtual education and teach them how to use Virtual space.