The high prevalence of antibiotic resistance in Helicobacter pylori has become a great challenge in Iran. The genetic mutations that contribute to the resistance have yet to be precisely identified. This study aimed to investigate the prevalence of antibiotic resistance and virulence markers in Iranian H. pylori isolates and to analyze if there is any association between resistance and genotype. Antibiotic susceptibility patterns of 68 H. pylori isolates were investigated against metronidazole, clarithromycin, amoxicillin, rifampicin, ciprofloxacin, levofloxacin, and tetracycline by the agar dilution method. The frxA, rdxA, gyrA, gyrB, and 23S rRNA genes of the isolates were sequenced. The virulence genotypes were also determined using PCR. Metronidazole resistance was present in 82.4% of the isolates, followed by clarithromycin (33.8%), ciprofloxacin (33.8%), rifampicin (32.4%), amoxicillin (30.9%), levofloxacin (27.9%), and tetracycline (4.4%). Overall, 75% of the isolates were resistant to at least two antibiotics tested and considered as a multidrug resistance (MDR) phenotype. Most of the metronidazole-resistant isolates carried frameshift mutations in both frxA and rdxA genes, and premature termination occurred in positions Q5Stop and Q50Stop, respectively. Amino acid substitutions M191I, G208E, and V199A were predominantly found in gyrA gene of fluoroquinolone-resistant isolates. A2143G and C2195T mutations of 23S rRNA were found in four clarithromycin-resistant isolates. Interestingly, significant associations were found between resistance to metronidazole (MNZ) and cagA-, sabA-, and dupA-positive genotypes, with p = 0.0002, p = 0.0001, and p = 0.0001, respectively. Furthermore, a significant association was found between oipA “on” status and resistance to amoxicillin (AMX) (p = 0.02). The prevalence of H. pylori antibiotic resistance is high in our region, particularly that of metronidazole, clarithromycin, ciprofloxacin, and MDR. Simultaneous screening of virulence and resistance genotypes can help clinicians to choose the appropriate therapeutic regime against H. pylori infection.

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Learning is the most important issue in teaching and regarding class atmosphere is one of the main issues that has special place in partial quality of learning. This study was performed to investigate the relationship of Atmosphere on the Quality of Learning (QoL). This study was done in Guilan University of Guilan that about 0.5 of students were selected through cluster sampling method with regard to the size of population (7200 students) and through systematic random sampling. 360 persons were selected and 357 questionnaires were filled and returned among 360 distributed questionnaires in various disciplines. Also 35 academic staffs (about 0.1) were participated in this research for conducting interview. Instruments for collecting the information of questionnaire have been researcher-made and interview. Descriptiveanalytic method has been used in this research. In all cases null hypotheses rejected and research hypotheses were confirmed. Also in analysis of interview with academic staffs that questions were related to research main hypotheses, much emphasis has been put on the effect of factors influencing on class atmosphere and quality of teaching and learning. It should be stated that there is a positive and direct relationship between class atmosphere and its factors (order and organization in class, clearness of rules in class academic staff control over the class, academic staffs and student mutual respect) and quality of learning.

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The main purpose of the study was to gather, analyze and interpret the perceptions of the students about mastery learning (ML) held by 240 students randomly selected from each of the populations of different faculties in Guilan University. Guilan University was chosen because the researchers have some valuable experiences about English learning and are familiar with students’ weakness in English learning. The students of high ability were allocated to “A” and “B” classes, average to “C” and “D” classes and low to “E” and “F” classes respectively. Two Academic Staff Members were assigned to teach the six classes of English. Students could take 3 classes with each academic. Results showed that based on research results on deep and surface, biased learners increasingly which became surface learners did worse compare with deep learners. On the other hand, surface students of low ability seem to be motivated to study as they are given more chances to secure a pass. Thus, although the findings of this paper indicate that mastery learning promotes better quantitative results in English for surface learners, there are dangers. One of the main aims of learning to increase higher level cognitive processes seems actually to be discouraged in this mode

Introduction: Coping strategies consider as cognitive and behavioral attempts, people use in stressful situation to prevent, manage, and reduce stress. The aim of this study was to examine the relationship between self-efficacy, self-actualization and coping strategies among students at University of Guilan. Methods: This is a descriptive-analytic and correlational research. To do this study, 200 students were selected from Humanities Faculty University of Guilan through a cluster random sampling method in the 2013-2014. To collect data, Jones and Crandall Self-Actualization Questionnaires, Schwartz and Jerusalem Self-efficacy Questionnaire and short form of Coping Inventory for Stressful Situations, that have acceptable reliability and validity were used. Data were analyzed by Pearson correlation test and regression through SPSS software. Results: Research findings suggested that there were significant positive relationship (P<0.01) between self-efficacy (r= 0.42), self-actualization (r= 0.35) and problem-oriented coping strategy. There were significant negative relationship (P<0.01) between self-efficacy (r=-0.21) , selfactualization (r=-0.28) and emotion-oriented coping strategy. Also no significant relationship between avoidance-oriented coping strategy and self-efficacy (r= 0.09), self-actualization (r= 0.07) were found. Conclusion: The results of present study support the importance of self-efficacy beliefs and selfactualization in problem-focused coping strategies among students.