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.

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.

The present study examined the impact of coping strategy training on depression, anxiety, predisposition to cancer and coronary heart diseases. Eighty participants working in organizations were randomly assigned into two groups. Experimental group took part in a four- session training course to learn how to cope with daily job stresses. Participants in both groups were assessed with BDI, BAI, and Grossart- Matisc Questionnaire, before and after the course. Depression level in the experimental group was significantly lower than that in the control group; the other scales did not appear significant. The differences and the similarities of the present findings with previous findings are discussed.

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 present research was conducted for the purpose of determining the effectiveness of music education for increasing the development of phonological awareness in preschool children. From the population, consisting of 5-6 years children of the 3rd district of Tehran, 30 children were selected and assigned into two groups of experiment and control groups. The intervention group received music education for 3 months (3 sessions per week). Phonological skills of the children of both groups were measured through the Phonological Awareness Scale (Soleimani & Dastjerdi Kazemi, 1384), in the pre-test, post-test, and three months after the intervention period (follow-up). Results of the mixed variance analysis indicated that music education significantly increased the phonological awareness of the children in all the three dimensions of syllable awareness, intra-syllabic awareness, and phoneme awareness. Results also showed that the impact of the intervention had been consistent until the follow-up stage. It can be concluded that music can be used as an effective strategy for the phonological development of pre-schoolers.

Islamic lifestyle in comparison with the one suggested by sociologists and psychologists is much more comprehensive. One of the aspects of the Islamic lifestyle is the one practiced by the infallible Imams regarding children training. The present paper aims at answering this question that what kind of influence the Imams' lifestyle can have on child training before and after birth. In the lifestyle practiced by the Imams regarding child training, before birth, they have referred to the elements such as, selecting a good spouse, having a qualified mother, eating acceptable foods and observing Islamic recommendations while having sexual intercourse, and after birth. They have pointed to breast-feeding of the child, performing the ritual called Aqiqa, saying Azan in the child's right ear and Eqama in his/her left ear, choosing a good and beautiful name for him/her, shaving child's head and then donating some gold to the same weight as his/her shaved hair, prayer, showing affection, educating them, teaching them the religious rules, playing, observing justice among them and avoiding discrimination.

This study aims to investigate the effectiveness of cognitive strategy instruction on English reading comprehension of Iranian advanced students. A total of 60 participants took part in the present study. The participants (n=20) in one experimental group were provided with the cognitive training condition only, while the participants (n=20) in the other experimental group were exposed to both a training and a verbalization requirement condition. The control group (n=20) did not receive any training. Students of the experimental group in both conditions received 10 hours of cognitive strategy training in their regular lessons. The findings in this study generally supported the view that the consciousnessraising of the cognitive strategies had a positive impact on the reading development of Persian-speaking students. Although students of both experimental groups made superior improvements in their comprehension performance, those participants who were given the opportunity to verbalize the learned strategies had more knowledge about strategy use and showed a more positive attitude toward the reading instruction than did their peers who received the cognitive training only. Unlike the experimental groups, the control group reported that their reading ability was the same as before. The results also suggest no statistically significant differences between male and female participants in the use of strategies after the training program.