Purpose: The purpose of this applied research is to study the effectiveness of gamification on corporate Training.  Methodology: A gamified course was designed and implemented to train the location of Fire Hosing Cabinet for 24 employees of a firefighting maintenance company in Iran Mall shopping Center in Tehran. Using a quantitative quasi-experimental research plan (post-test only control Group design) the participants of the study were randomly assigned to treatment (12) and control (12) Groups and trained for a week.  Conclusion: The descriptive and interpretive result of the posttest analyses indicated the effectiveness of gamification of the Training performed for the employees of the firefighting maintenance company in Iran Mall shopping Center in Tehran. Moreover, the descriptive result of Gamification Acceptance Questionnaire answered by the members of the experimental Group after gamified Training indicated that all the participants in the experimental Group were satisfied with the gamified Training course.

This study evaluated the effectiveness of sensitivity Training Group therapy & didactic Group therapy in decreasing counselor's mistakes while providing their clients with counseling service; accordingly, forty five individuals (28 females & 17 males) working in the academic counseling centers were selected through random sampling & assigned to two experiment & one control Groups. The results of the Group therapy interventions indicated a significant between-Group difference in both sensitivity Training Group therapy & didactic Group therapy with control Group in decreasing counselors' mistakes (mistakes with regard to inadequate psychological Training & negative counter- transference).

When the density current smashes into the lower dense fluid mass a plunge region will occur. Since the plunge depth bounds between density current and ambient fluid, determining of this point is important. In this research, the hydraulic parameters of density current and bed slope of stagnant fluid were investigated. To achieve the purpose of this research a physical model was built in the hydraulic laboratory of Shahid Chamran University (SCU) and various experiments were performed. In the experiments, the plunge depth at the different discharge of density current and density difference 6, 9, 13 and 16 kg/m3 at three slopes 8, 12 and 16% was measured. Then using Flow-3D under RNG turbulence model, plunge depth was simulated for the same experimental condition. The comparison of results obtained showed that the predicted plunge depth with Flow-3D under RNG turbulence model had a high and satisfactory accuracy. Finding showed that for the 8% bed slope, the results of RNG turbulence model 14% was more than experimental data. While, for the entire slope, the results of RNG turbulence model was predicted 10.5% in average more than measured data. Generally, the statistical investigations showed that the RNG turbulence model with satisfactory precision estimated the plunge point depth.

Context and purpose. Obtaining the private GAP standard for healthy product certification due to costs is out of reach in many small and mediumsized farms among smallholder farmers. GroupGAP has provided a much-anticipated alternative where operators and farmers' cooperatives can pay the cost of certification on a cost-sharing basis. Therefore, the purpose of this research was to explain the development strategies of GAP standard with emphasis on GroupGAP in the rice production system of Mazandaran province. Methodology/approach. Current research is qualitative and data analysis was conducted in the grounded theory method, during a three-stage process of open coding, central coding, and selective coding. The data collection tool included an in-depth and semi-structured interview with a qualitative content analysis technique, which was analyzed through Maxquda software. The statistical population of the research was 18 experts and specialists of the Agricultural Jihad Organization and managers of the Rice Farmers Cooperative Company of Mazandaran Province, who were selected by the purposeful sampling method. Findings and conclusions. After extracting the concepts of the content analysis of the interviews, 9 conceptual codes out of 30 initial codes were identified in the first stage of coding. After refining and merging, the codes were classified into 3 subcategories. These components include the Group certification system, the development of publicGAP programs and the development of private GAP. In the Group certificates, the two dimensions of contract system development and guaranteed purchase, the development of the cooperative company for the production of healthy products have been taken into consideration. It is recommended to strengthen the organizations and cooperatives of farmers and exporters, especially to strengthen young farmers and women organizations. Originality. Originality/innovation: Due to the importance of the GAP standard issue and farmers' problems in providing the audit fees and establishment of GAP certificate, so far, no comprehensive study has been carried out in Iran on the development of operational strategies for the establishment of GAP and GroupGAP. Therefore, the current research is an attempt to provide a useful framework in explaining GAP standard development strategies with the participation of farmers in adopting the government, private, Group and cooperative certification system.

This study aimed to investigate the effect of Group hope Training on time attitude. The research method was semi-experimental method and the research design was pre-test and post-test with control Group. Using available sampling method on third grade high school girl students in the academic year of 2016-2017, two classes were selected and they were randomly assigned in Two experimental and control Groups (each Group had 25 students). The data were collected using Persian version of Mello and Worrell Time Attitude Scale. Snyder's hope educational package was conducted for the experimental Group in 12 sessions and the control Group did not receive any Training. To analyze the data, ANCOVA statistical test was used. Results showed that hope education had a significant effect on students' time attitude. Based on these findings, it can be said that hope education is effective in improving students' time attitude and it is expected that hope education increases positive attitude toward time and reduces negative attitude toward time.

This study aimed to investigate the effectiveness of positive Group Training on distress tolerance and coping strategies in adolescent girls in foster care in Tehran, Iran. This study was quasi-experimental with a pre-test and post-test design with a control and follow-up Group. Among 85 girls in the foster care center, 30 girls between the ages of 12-17 were selected by convenience sampling and were randomly assigned to experimental and control Groups (15 in each Group). The instruments used in this study included Distress Tolerance Scale, Coping Strategies Questionnaire, and Positive Training Protocol. First, all subjects were pre-tested, and then the experimental Group started a positive Group Training during eight two-hour sessions, but no intervention was performed on the control Group. At the end of the intervention, both Groups were compared by post-test. Also, to follow up, both Groups answered the mentioned questionnaires after two months. Multivariate analysis of covariance with repeated measures was used to analyze the statistical data. The multivariate analysis of covariance results with repeated measures showed a significant effect of positive attitude Training on increasing anxiety tolerance and coping strategies compared with the control Group in nodules of homeless adolescent girls. There was also a significant difference between the two Groups in the follow-up stage using a multivariate analysis of covariance. Also, the results showed stability in the follow-up phase between the two Groups.

The purpose of this study was to determine the effectiveness of stress inoculation Training on the general health of coronary heart disease patients. The subjects consisted of 28 patients with coronary heart disease, who were randomly selected from the cardiovascular center of the Therapeutic Research Center of Isfahan, through systematic sampling method. Patients were randomly assigned to experimental (n= 14) and control (n= 14) Groups. There were 7 females and 7 males in each Group. The experimental Group received 8 weekly sessions of stress inoculation Training while the control Group did not received any psychological intervention. The General Health Questionnaire-28 was administered to both Groups before and after Training. The results of analysis of covariance showed that stress inoculation Training significantly improved the general health in the experimental Group as compared with the control Group (p< 0.0001). Also, compared with the control Group, the experimental Group showed significantly lower scores on the somatization (p= 0.005), anxiety and insomnia (p= 0.007), social dysfunction (p= 0.01) and depression (p= 0.008). In conclusion, as results showed that the stress inoculation Training had a significant effect on different components of general health, of the coronary heart disease patients, it is suggsted that this method can be used together with usual medicine care for the improvement and rehabilitation of cardiovascular diseases.

Background & Objectives: Social adjustment is a vital aspect of improved communication with the community and others. This is because human is a social being. Adolescent students experience various social disadvantages. In addition to creating family tension, these disagreements have affected the interaction types between students; they may extend to other social environments, especially at school. Ultimately, they may lead to challenges, like incompatibility with classmates and teachers that results in academic failure, dropout, anxiety, and reduced self– esteem. A major issue in schools is disregarding to help students encountering problems. Instead of being prepared to help those with disabilities or other problems, schools tend to distance themselves and explain themselves by excuses. Most schools seek strong, high– achieving students; they are often encouraged and honored. Students are often frustrated by the seemingly weak and low– achieving students. They inadvertently release and repress them. Numerous theoretical perspectives with different approaches seek to explain and resolve students' incompatibility. One approach that has proven to be effective in multiple areas is the schema therapy proposed by Young et al. A benefit of the schema model is its complexity and depth, as a unique treatment. In other words, schemas, coping styles, and specific mentalities are displayed in this method. A major concern of schools is students’ incompatibility with the classroom. Students' maltreatment and incompatibility affect the entire process of teaching, learning, and interpersonal relationships, leading to problems. Recognizing therapeutic approaches, like Group schema therapy in the field of psychology and education as well as helping students with maladaptive problems is of significant importance. Therefore, the current study aimed to investigate the effects of Group schema therapy Training on social adjustment among maladaptive students. Methods: This was a quasi– experimental study with a pretest– post– test and a control Group design. The statistical population of this study consisted of all female second– grade high– school students in Tehran City, Iran, in the academic year of 2019. Applying a random sampling technique, 30 maladaptive students were selected and divided into the experimental and control Groups. The experimental Group underwent ten 2– hour weekly sessions of Group schema therapy Training; however, the control Group received no intervention. The California Social Adjustment Questionnaire was administered before and after Training in both study Groups. The obtained data were analyzed using Analysis of Covariance (ANCOVA) with α =0. 05. Results: The present study results revealed that Group schema therapy Training impacted social adjustment in the investigated maladaptive students (p<0. 001). Conclusion: Based on the obtained data, implementing schema therapy promotes positivity, responsibility, controlling impulses and emotions, respecting the rights of others, cooperating with school staff and teachers, Adhering to school rules and regulations, and adhering to the principles of underlying interpersonal relationships as the basis of healthy social interactions, which results in increased adaptability. Thus, teaching schema therapy techniques to maladaptive students could be an effective measure in improving their bio psychological health.