Multi-label classification aims at assigning more than one label to each instance. Many real-world multi-label classification tasks are high dimensional, leading to reduced performance of traditional classifiers. Feature selection is a common approach to tackle this issue by choosing prominent features. Multi-label feature selection is an NP-hard approach, and so far, some swarm intelligence-based strategies and have been proposed to find a near optimal solution within a reasonable time. In this paper, a hybrid intelligence algorithm based on the binary algorithm of particle swarm optimization and a novel local search strategy has been proposed to select a set of prominent features. To this aim, features are divided into two categories based on the extension rate and the relationship between the output and the local search strategy to increase the convergence speed. The first group features have more similarity to class and less similarity to other features, and the second is redundant and less relevant features. Accordingly, a local operator is added to the particle swarm optimization algorithm to reduce redundant features and keep relevant ones among each solution. The aim of this operator leads to enhance the convergence speed of the proposed algorithm compared to other algorithms presented in this field. Evaluation of the proposed solution and the proposed statistical test shows that the proposed approach improves different classification criteria of multi-label classification and outperforms other methods in most cases. Also in cases where achieving higher accuracy is more important than time, it is more appropriate to use this method.

Introduction: Reading skill is one of the most important skills in elementary school so that its disorder affects the learning of other subjects. Aim: This paper aimed to study the effect of phonological awareness method intervention on improving dyslexic students' reading. Method: The research type was quasi-experimental. The population of this study included all boys in the Second grade of elementary school from Roshtkhar and Khaf city in the academic year 2015-2016. Based on a checklist of 27 items for dyslexia symptoms, report card, and health assessment card of the first year of elementary school, 10 of them who were diagnosed with dyslexia, were randomly selected. Then these students were randomly divided into the experimental group with phonological awareness method intervention and control group. After phonological awareness instructional intervention, a post-test was performed on both groups and the data from pre-test and post-test were analyzed using SPSS version 19 with an independent t-test. Results: The results of the independent t-test to compare the difference of scores between the two groups showed that there was a significant difference between improvement mean in the phonological awareness instructional group (9. 78) and control group (2. 67) at significance level (p<0. 0005). Which indicates the effect of phonological awareness treatment intervention on improving students' reading. Conclusion: Phonological awareness method has developed the reading skills of students by increasing the range of accuracy and attention, enhancing reading speed and comprehension. For improving the reading of dyslexic students, using phonological awareness method is suggested.

The purpose of this study was to investigate the effect of portfolio assessment on metacognitive reading strategy awareness of Iranian EFL senior high school students. A further concern of the study was to examine students’ motivation for reading via portfolio and their attitude towards portfolio assessment as an alternative method of reading comprehension assessment. Participants comprised 60 female senior high school students. The portfolio assessment was integrated into the experimental group’s English course to explore whether and to what extent their metacognitive reading strategy awareness may enhance. Both quantitative and qualitative procedures were used for data collection and analysis. Data were obtained through 1) a Likert scale questionnaire of Metacognitive Awareness of Reading Strategies Inventory (MARSI), 2) a Likert scale Attitude and Motivation questionnaire, 3) an open-ended question eliciting the students' perceptions of the likely advantages and disadvantages of portfolio assessment of reading, and 4) students’ portfolios which were independently assessed by three trained raters on pre-assigned criteria. Data were analyzed using SPSS Software and statistical techniques of the Mann Whitney U test, Wilcoxon Signed-rank test, and chi-square test. The results of data analysis indicated that portfolio procedures boosted students’ awareness of metacognitive reading strategies and enhanced their motivation for reading comprehension as well. Over 85% of the students favored the portfolio assessment of reading and noted that compiling portfolios helped them immensely in self-assessment and awareness of their strengths and weaknesses in reading. Students commented on portfolio as a powerful tool for assessing reading ability. Along with these advantages, the length of time required for the learners to assemble the portfolios, work overload from assignments, and excessive effort for assigned tasks worried some students especially those deeply accustomed to traditional testing methods of evaluating reading ability typical of the Iranian ELT system. Despite these concerns, the benefits of portfolio assessment clearly outweigh the negative aspects. Finally, suggestions for portfolio use and possible future avenues of research are provided.

Development of sustainable security is the result of direct or indirect measures and the aggregate performance of country three powers. The development of sustainable security is only possible through cooperation and coordination of institutions and governmental and non governmental organizations in this domain. The main mission of police in security resulted in isolated focus of police to security more than cooperation of any other organizations and defined new and specific mission for itself. In this regard one of the necessities of sustainable development is the prevention of violation and violability of people. Therefore police in addition to inclusion of prevention task in its mission, has taken different mechanisms and approaches to implement them. So police dissemination is a mechanism that has attracted the attention of community policing and police in this sort of dissemination, has recognized different topics for dissemination (police plans and services, police recommendations and warnings, social norms and education of life skills and religious teaching) in one hand prevent from violation of people and on the other hand prevent from violability of people. Thus the library method is used in this article and the position and the role of police in different dissemination and also the position of such dissemination in prevention of crime are explained.

The present study aimed to examine the possible relationship between Iranian intermediate EFL learners' reflectivity/impulsivity and their metacognitive awareness of reading strategy use across different genders.To this end, 95Iranian English learners majoring in Teaching English as a Foreign Language (TEFL) from Islamic Azad University of Ardabil, Iran were considered as the participants. Initially, they were given the reading part of PET test to ensure their homogeneity in terms of reading proficiency.Then, the participants were asked to complete a questionnaire (MARSI), designed to measure the students’ metacognitive awareness of reading strategy use. Finally, a reflectivity questionnaire was used to measure the participants' reflectivity. The results of the Pearson Correlation analysis indicated that there was a relationship between the participants' reflectivity/impulsivity and their metacognitive awareness of reading strategy use. That is, the reflective participants were more metacognitively aware of their reading strategy use (positive correlation) as compared to the impulsive ones who were metacognitively less aware of their reading strategy use (negative correlation). In particular, it was found that the more reflective male/female learners are, the more they become metacognitivly aware of their reading strategy use.